Rationale

While the content of our presentations was important, our delivery was equally
important because we had to be cognizant of adult learning theories. We needed to use
our presentations to demonstrate effective leadership and communication skills with
teachers. For teachers and coaches alike, improving student outcomes should be the first
component addressed in professional development, with new practices and skills building
on these outcomes (Guskey, 2014). Being aware of this teacher motivation helped me
start my presentation with the data that showed the biggest need of the students. Then I
could explain how the practices I was suggesting would address this need and improve
student outcomes. The teacher audience was more receptive when they knew that all of
my suggestions were connected back to the student outcomes we were trying to
accomplish.
Teachers need to feel a sense of belonging to the group they are working with and
they need to feel respected as knowledgeable professionals (Hasbrouck, 2005). In order
to make teachers feel like they were part of a team, I incorporated small group
discussions in which teachers could discuss how they would implement the
recommended strategies. During this time teachers also talked about the writing
instruction they had practiced already that had worked with their students. By asking for
their ideas and for teachers to share their experiences, I could show teachers that I
respected their expertise and wanted to collaborate when brainstorming ideas for future
instructional practices.
The last aspect of adult learning during professional develop that I considered was
making sure the strategies I suggested could be practically implemented. Hasbrouck
(2005) supported, Teachers are most likely to implement new instructional strategies
well and continue to use them over time when the strategies are practical (not too
complex or time-consuming) and, most of all, when the teachers believe that their
students are successful (p. 73). In the presentation, I gave teachers many options for
prewriting strategies to help students think through their ideas. For one strategy, webbing,
I went through the strategy step-by-step as well as provided teachers with the materials
and resources they would need to implement this strategy. The teachers appreciated that
the necessary materials were already created for them and ready to use.
To ensure that a professional development presentation is useful for teachers,
coaches must follow-up with teachers through formative observation of colleagues,
modeling of instructional techniques, curriculum management, and teacher training
(Galloway & Lesaux, 2014, p. 520). Rather than just telling teachers what to do, I need to
model or co-teach the strategy, observe teachers while they try the strategy, and debrief
with teachers afterwards to both give and receive feedback. Working in the classroom
with teachers will help us adapt instructional strategies to fit the specific needs of each
group of students. My job is to help teachers help students and they need to know that I
will support them in every way I can to achieve this goal.
Connection to Personal Philosophy
The heart of my teaching philosophy is to build relationships with students. As a
coach, it will be just as important for me to build relationships with teachers. My content
and teaching knowledge wont matter if teachers do not want to work with me. Knight
(2007) recommended building partnerships with teachers based on equality, choice,

voice, dialogue, reflection, praxis, and reciprocity. I will want to focus particularly on
voice, dialogue, and reflection. Teachers need to know that I care about and value what
they have to say and that we are going to discuss together any instructional strategies we
want to implement. Finally, I strongly believe that all effective teachers make it a priority
to reflect on their practices in order to make instructional changes that will benefit their
students. As a coach, I will both encourage teachers to reflect on their teaching and I will
reflect on the effectiveness of my professional development.
Implications for Future Practice
Being an effective professional leader will require that I keep informed of new
research on instructional practices that I can convey to teachers. I will also need to use
this research to make decisions about school-wide administration of assessments and
intervention programs. My professional development will have to incorporate my
knowledge of adult learning theories in order to promote effective communication and
collaboration among stakeholders. My ultimate priority will be to model a positive
attitude toward reading and writing with students, teachers, and administrators. Showing
all stakeholders how much I value reading and writing will be the first step to working
together to both plan and implement the most effective instruction for students.