A deeply-seeded attachment to tradition, and a stifling reluctance to take a step, even a small step, out of comfort zones, is getting in the way of teaching our students the skills they need to flourish in an ever-changing landscape. This, we know. We’ve known it for quite sometime. I might even go so far as calling it trite, or cliche. However, a profession steeped in tradition may have additional consequences that are not so obvious. If this attachment to tradition is holding back our students from being the problem solvers and innovators they need to become, the traditional ways educators seek professional development is also holding them back from acquiring the skillset they need to hone their craft.
We’re leaving our students behind though a reluctance to depart from tradition, but educators too must face the fact that they will get further behind in their own professional growth if they wait for PD opportunities to show up in their inbox, or on the suggestion of an administrator. This is good, but it isn’t adequate.
Traditional PD delivery models cannot be the only place we turn to become more effective educators. How educators become more effective has changed dramatically in the past few years. If we don’t go beyond traditional methods for seeking growth, we’re doing a disservice to our students. Moreover, the PD delivery models themselves are often entrenched in tradition, so what we ask of educators, and the methods we choose for delivery are inconsistent, and misaligned.
This past week struck me as a perfect example of the potential that exists for educators if they take a more proactive role in seeking opportunities, rather then wait for opportunities to find them. A click scroll through my Twitter feed, even from just the past few days, will reveal a plethora of incredible opportunities for educators to seize on their own volition.