Site Professional Learning Systems

The Department of Professional Learning of Springfield Public Schools recognized that a great responsibility rests on schools to provide focused, purposeful, productive professional learning. Thus Site Professional Learning Systems (SPLS) was created with the purpose of empowering our schools for collaborative work.  Through SPLS, sites have support for creating a systematic approach to professional learning that keeps standards high and provides common language for how teachers collaborate.   A list of critical components for healthy site professional learning was designed to provide details regarding what a teacher should be able to identify in their personal experience at their site.  The Critical Components for SPLS are as follows:

The learning should be:

1.      Research-Based

2.      Data driven

3.      Exhibit Best Practices for Collaboration

4.      Have Accountability at the team, site, and district level

5.      Portray Leadership

We are pleased that the SPS Board of Education has approved time within our contract for professional learning.  We know that it is our responsibility as professionals to use that time effectively.  The expectations for professional learning at each site are as follows:

• Teachers use contract time to actively engage in collaboration/learning.
• Data drives each team’s work and classroom instruction.
• Plan and work aligns with SIP and exhibits cycles of improvement.
• Teams document work and monitor outcomes.
• Leader provides written and verbal feedback to collaborative teams and opportunities to make the work public.

In 2011 and 2012 a team from each site has had the opportunity to analyze the degree to which the Critical Components of SPLS and District Expectations for SPLS exist within their school.  An explanation of the critical components has been provided and teams have had critical dialogue around choosing focus, aligning to their SIP, and distributing Professional Learning and Professional Work hours within the next school year’s calendar.  Our department is committed to providing support to intentional professional learning through our department website and facilitating our annual training.  For additional information and support, please contact our office or visit our website at http://springfieldpublicschoolsmo.org/staffdev/Pages/SPLS/Resources.html.

Communicating with Your Ears

One of the three capabilities of the SPS Learning Model is Communication.  Typically, we consider communication the sharing of ideas through written or spoken word or through gestures.  However, listening is a key component in effective communication.

Dr. Paula Denton in her book The Power of Words gives a strong rationale for listening to others.  Listening allows us to know others and allows others to learn about themselves.  We will build a sense of community by listening and we help others to become better communicators.  When we listen we are able to form more effective questions and in turn everyone takes their task more seriously.

Pausing and paraphrasing are two skills which can improve your ability to communicate through effectively listening to colleagues, students and parents.  Pausing simply means that you will allow some wait time after a person is finished speaking to formulate a response.  By pausing and formulating a response after the speaker is finished talking, the listener is able to fully attend to everything the speaker is saying. 

Paraphrasing is restating the essence of what the speaker is saying.  An effective paraphrase will allow the listener and speaker to ensure they are “on the same page” regarding the topic at hand.  Denton suggests some simple tips to make sure the paraphrases are appropriate: avoid using I, keep it brief, use an approachable voice.

The Center for Cognitive Coaching has many valuable resources to support continued refinement of communication skills.  You can visit their website http://www.cognitivecoaching.com/ or visit PD360 at www.pd360.com and search Cognitive Coaching.