Team PD Programs (for developing collegiality and department-wide change)
Team PD in a nutshell ...
Team-based Programs run from 6 - 12+ months, depending upon the program.
The content is delivered online - comprehensive, self-paced, fully facilitated.
A team member assumes the Team Leader role - usually, but not always, the Department Head.
The initial pedagogical content provokes thought, setting the scene for the classroom implementations.
During the second half of the PD, teachers implement numerous strategies from the online content with their students.
Teachers share their implementation experiences both online and in-person with their colleagues.
Due to the nature of the PD, teachers build collegiality and enjoy rich pedagogical discussions over the 12 month period. Note that because teachers from multiple schools enrol in this PD, participants also receive input and perspectives from teachers outside their department.
Getting started with Team PD
We need to ascertain if your school is the right fit for this Team PD Program. Therefore, the first step is a 20-minute chat with Richard.
The PD Program is flexible. Therefore, to proceed, we decide what will work best for your situation:
We choose the start date and the duration (at least 12 months).
We decide on the Team Leader (usually the Mathematics Department Head).
The number of participants is decided (usually, the whole department. However, sometimes the keenest teachers commence first, the remainder joining 6+ months later (having become intrigued by the enthusiasm of the first cohort).
We decide how teachers will progress through the online content. (Schools may allocate some time. However, typically teachers progress through the content individually.)
What is the role of the Team Leader?
The Team Leader, also a participant, influences the PD on site as 'the guide on the side'.
The Team Leader role is important, but not arduous:
Offers support and encouragement to teachers (the most crucial role).
Progresses through the content ahead of most of the Team.
Liaises with the course facilitator/s several times via email and Zoom.
Fosters discussion with and between teachers both informally and during meetings.
May decide - in agreement with the Team - to prioritise specific strategies. In this way, all teachers develop competency through implementing those strategies regularly and with all classes.
As Head Teacher Mathematics, I decided to enrol in this course along with four other members of the Mathematics faculty. It gave the group time to work as a team, feed off one another, assist and encourage one another throughout the course. By working together as a team it not only brought the faculty closer but fostered teamwork, sharing knowledge and skills within the group and with other members of the faculty. Before commencing I was unsure of what to expect. The course has provided a correct mixture of demonstration and implementation, giving me the opportunity to put what I have learnt into practice. The teachers who didn't do the course this time around are looking forward to completing the course next year.