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Years ago, a fellow administrator used a children’s book to kick off a meeting. Her choice of text grounded our learning and spoke to me personally. In that meeting, I knew I wanted to do the same one day. I wanted to find a book that would inspire and motivate while at the same time connect each individual to the overarching vision.
After working with my coach all summer, we stumbled across Maybe: A Story about the Endless Potential in All of Us. It is an incredibly heart-wrenching, inspiring story that speaks to the possibilities that exist in every human being. The words and illustrations inspired and moved me like no other children’s book ever has.
I knew this was the one.
It was opening day. We reviewed our school-wide vision for the year, dove into the why, contextualized our vision in our school-wide text, and were just about to start focusing on our hopes and goals for the year.
Effective PD is hands-on, not just sit-and-get. Educators need opportunities to practice new skills, engage in discussions, and reflect on their experiences (Garet et al., 2001).
I prefaced to staff that I chose this book because it speaks to the potential we all have, including our students.
As the words poured from me and I flipped from page to page, I felt the emotion welling up inside me. That familiar flutter in my stomach and ache in my chest. As I read aloud to staff, I began to cry, overwhelmed by the story that unfolded. Overwhelmed by the hopes, aspirations, and goals I had for my children, my staff, and the students we serve.
I could see my emotion resonated with staff, some getting teary-eyed as well. As I’ve gotten older, especially after having children, I find myself more prone to crying and bouts of emotion like this.
Becoming a mom unlocked something inside me that has made me more passionate about education and the individuals I serve. This was the emotion that came from me that afternoon.
In this week’s post, I’ll review some of the research that details what makes effective professional development [PD]. Then, I’ll review the process I went through to select a book for opening day. By the end of this post, you’ll be fully equipped to find the just right text to take your PD session to the next level.
How to Create Powerful Professional Development
Creating powerful PD for staff means going beyond obligatory workshops and embracing meaningful growth opportunities that educators find valuable. While teacher-led PD can be one way to make learning impactful, PD guided by administrators can be effective as well,
Here’s how we can create engaging and impactful PD that addresses real needs, inspires change, and fosters continuous growth.
One-size-fits-all PD rarely works. Teachers are at different stages in their careers, and their professional growth needs vary. Instead of generic content, tailor sessions to meet diverse interests and needs within your staff.
This can be achieved by offering a range of workshop options and using surveys to determine what areas educators want to explore further (Darling-Hammond, Hyler, & Gardner, 2017). Think of it like a teacher’s choice board but for PD; give staff some control over their learning paths.
With this said, you can use common texts but make sure you allow for flexibility in how staff uses that text for their learning.
I wanted to find a book that would inspire and motivate while at the same time connect each individual to the overarching vision.
Effective PD is hands-on, not just sit-and-get. Educators need opportunities to practice new skills, engage in discussions, and reflect on their experiences (Garet, Porter, Desimone, Birman, & Yoon, 2001). Incorporate interactive activities, simulations, and collaborative exercises that encourage active participation.
For instance, modeling instructional strategies in the session that teachers can use in their classrooms makes it more likely they’ll try those strategies later. In the words of PD guru Thomas Guskey (2002), the best professional development leads to changes in teacher behavior when it is active and practice-based.
Encourage collaboration, as learning is often more powerful when shared. Establish learning communities, peer coaching, and mentorship programs to create networks of support. Teachers benefit from exchanging ideas, sharing resources, and problem-solving together.
Effective PD is not a one-off event; it’s a continuous process. There should be follow-up sessions to revisit the content and ongoing support to assist teachers in applying what they’ve learned (Joyce & Showers, 2002). Consider creating opportunities for teachers to check in about their progress, share successes, and address challenges. Whether it’s through follow-up workshops, online communities, or coaching sessions, continued engagement is key to sustaining professional growth.
Data-driven PD ensures that sessions address real areas for growth rather than perceived issues. Using student performance data, teacher evaluations, and feedback from past PD sessions helps pinpoint what’s working and what’s not (Wei et al., 2009). This doesn’t mean drowning teachers in spreadsheets; it’s about using data to identify trends and tailor PD accordingly. Think of it like a GPS guiding you to the right PD destination instead of aimlessly wandering!
Let’s be honest, some PD sessions can feel like, well, “death by PowerPoint.” The more engaging and enjoyable the sessions are, the more teachers will get out of them. Think of including elements like “PD Bingo,” icebreaker activities, or even friendly competitions. Humor and enjoyment foster a positive learning environment, and we all know educators work better when they’re having fun!
4 Step Process to Find the Just Right Book
It took weeks to find Maybe. Weeks of planning. Weeks of reflecting. Weeks of revising. While I moved through this process though, and now that I look back, it’s clear that there were some steps along the way that helped me find the just right book.
Identify PD Goals
We always want to start with the end in mind. So before jumping into reading the texts, begin by clarifying the objectives of the PD session. What skills, strategies, or concepts will be covered? By the end of the session, what is it that you want staff to walk away with?
You also want to consider the overarching theme of your session. If you are focusing on empathy or goal setting, you’ll want to be sure the book you select fits that theme. For my PD, I knew I wanted to focus on hopes and goals. I wanted a text that would inspire.
Evaluate Book Content
Once you have the end in mind and the overarching theme, now it is time to start searching. I googled, searched on Amazon, and asked experts to find the just right text.
Once you have a good amount of books, start reviewing! I requested the books from my local library which was a great way to save money. 💲
Read the books carefully to ensure you find one that aligns with the PD session’s theme and goals. Look for engaging storylines, relatable characters, and applicable messages.
Along with the verbal message, consider the illustrations as well. Visuals can enhance understanding. Choose books with illustrations that effectively support the story's message, as they can serve as a model for visual teaching strategies. Maybe has absolutely stunning illustrations that evoke emotion which was an added benefit of using this text.
Selecting the right children’s book can bring PD content to life, making it meaningful and applicable for educators and students alike.
3. Check for Versatility
As a bonus, if you can find a text that teachers could use for their work, even better. A versatile book will allow for various instructional applications. Make sure the book provides opportunities for practical classroom applications that teachers can implement immediately, such as a writing prompt or discussion guide.
For Maybe, teachers could easily use this text and have students think about their hopes and goals for the school year. It could also be read to students who leave the school and embark on the next chapter of their lives.
4. Test and Reflect
If possible, pilot the book with a small group or a few individuals and gather feedback on its effectiveness for the intended PD objectives. Collaborating with others and ensuring that the text lands correctly will increase the efficacy of your overall PD.
If you get feedback that it isn’t the right one, then go back to the drawing board and adjust as needed.
One Last Thought
This opening PD session was probably one of the most engaging and impactful I have ever been a part of. The emotion in the room as I cried and read to staff was palpable. I was completely vulnerable. This vulnerability conveyed not only my investment in what we were about to embark on but also my humanness.
For some leaders, showing your humanity can be scary. Will there be judgment? Will you look weak? Will you look incompetent? While some of these fears percolated in my mind after the PD session, once I truly reflected those fears abated.
We can not withhold our humanity from others. Choosing a book that speaks to us on this human level can be just the thing staff needs to ground their understanding, dedication, and focus.
Selecting the right children’s book can bring PD content to life, making it meaningful and applicable for educators and students alike. So the next time you hold a PD session, re-think how you want to roll out an activity and find a just right book.
References
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. Retrieved from [https://learningpolicyinstitute.org/](https://learningpolicyinstitute.org/)
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391.
Joyce, B., & Showers, B. (2002). Student achievement through staff development. ASCD.
Trust, T. (2018). Professional learning networks designed for teacher learning. Kappa Delta Pi Record, 54(4), 165-169.
Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council.
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