“In addition to taking some MOOCs (Massive Open Online Courses) on blended learning and teaching online, I’m virtually engaged to empower teachers around on how productively they can involve their students online.” –
Baman Ghimire, a high school teacher. (Ghimire. B., personal communication, 15 April, 2020)
“After the lockdown, I formed an online group of teachers and started sharing my ideas of running online classes in my district and beyond. Recently, I presented a session on Google Classroom to teachers in coordination with an English teachers’ association.” –
Bibas Jung Thapa, a lecturer (Thapa, B. J., personal communication, 14 April, 2020)
We are in isolation to fight COVID- 19, so our normal day-to-day activities are diverted in different ways and the classroom-based teaching-learning activities are halted. Amidst this circumstance, Baman and Bibas are not only engaged in their self-professional development but also in the professional development initiative of the fellow teachers using different routes i.e. virtual route. Whatever means has been adopted, the initiative to support fellow teachers is truly appreciable as the message is more important than the means, and the willingness to do is the most important thing. Moreover, this initiative will bring teachers closer during the isolation, which increases professional harmony and strengthens professionalism.
This initiative is an example of teacher-led professional development (TLPD). TLPD initiatives are led by teacher/s for the teachers. Professional development activities in our context are basically led by ‘outside experts’ and hence they are grounded on top-down approach. However TLPD initiative is bottom-up and customised (Diaz-Maggioli, 2004; Hills, 2017; Vangrieken, Meredith, Packer & Kyndt, 2017), aiming to empower teachers and enhance their knowledge and skills (Vangrieken, et al., 2017). The scope of TLPD is within the same schools and outside. For instance, a teacher (one or more teachers also can lead) from the same school can lead professional development activities for their colleagues or for the teachers beyond his/her schools (e.g. within their region, district, country or even out of the country). The example of Baman and Bibas fits for the second.
TLPD events emphasize on day-to-day teaching-learning issues of fellow teachers, which the facilitator deals based on his/her rich classroom experience. TLPD has been popular among teachers and school administrators for several reasons. For instance, Hills (2017) in her TLPD study explored that the fellow teachers enjoyed such initiatives for the diversified facilitators, neutral and non-threatening atmosphere and practical topics.
Wearers know where the shoe pinches. The teachers can better understand fellow teachers’ issues in teaching-learning and can respond accordingly. In the case of Baman and Bibas, as they have lived experiences of conducting day to day teaching learning with their students, they know what works and what does not work in a real classroom unlike the outside experts. I’m not undermining the role of the outside expert in professional development, they have their own value, which I will discuss later but there are certain things which these teacher leaders know better, deal better and do better. For instance, they can contextualise ideas to fit in the real classrooms based on the practices, which they have already tested. They can share their good practices of planning, preparation, teaching particular topics, assessment, remedial measures and so on. The participant teachers basically want the facilitators to offer hands-on solutions to deal with their pedagogical issues and the fellow teacher/s can do handle that better.
In addition, the TLPD reduces the gap and distance between facilitators and participants as they share the common ground, which results in increased openness, lively discussion and participation, and a joint effort for problem solving. In addition, TLPD are owned by teachers because they are customised, contextual, jointly developed by both facilitators and participants, and they emphasise on inquiry-based learning (Diaz-Maggioli, 2004). As a result, it can make teachers accountable.
Moreover, TLPD initiative can bridge the post training gap (Diaz-Maggioli, 2004). Generally, when an outside expert facilitates some training/workshop, there is scarce or no chance of follow up visit to provide on-site assistance to the teacher/s who is struggling to implement the newly learnt idea. Instead, when a teacher from the same school or neighbouring school/s leads the training/workshop or so on, they can be easily consulted as they share the same chiya pasal (tea shop) or same dhara (tap). They can even be asked to observe the classroom and assist the fellow teacher/s to implement the skills learnt in the training. Gradually, it leads to a better collaboration and a higher chance of training transfer in the classroom.
Teaching is not a competition with other fellow teachers but a competition with oneself, to create environment for children to learn themselves, not to teach! Every teacher is here to facilitate and support students to learn better and reach their full potential. So why competition? Instead teachers need a mutual collaboration with each other, a collaboration to share good practices and support each other to overcome the challenges associated with teaching and learning because the empowered teachers can empower students too. And the teacher-led professional development initiatives would do that because the future lies on the bottom-up approach but not on the top-down.
Roles of outside experts
At this point, question may arise, are all teachers capacitated enough to lead the professional development initiatives? Perhaps not, to give a quick answer. And now, here comes the role of the experts, trainers and teacher educator to strengthen their professional expertise to lead the cycle of TLPD. While leading the professional development events for adults, it is really important to be familiar with adult learning principles, key facilitation skills, converting contents into activities, interpersonal skills, latest research in the field and their implications, and so forth. Moreover, the teacher-leaders (the facilitators) also need support in school-based model of TLPD and its overall cycle, starting from planning and developing sessions to reflection and feedback collection. Therefore, the experts now need to groom school-based leaders to lead their professional development themselves and observe and study how it works.
How to start TLPD initiatives?
The easy answer to this question is just start the way Baman and Bibas did. TLPD model seems to work better during this halt, where the outside experts are not easily reachable. Therefore, let’s start this with our colleagues, who are the nearest experts at the moment, just go through the Facebook friend list and make a team. Actually, I came to learn about the initiative of Baman and Bibas via Facebook. So, we can look for the teachers/colleagues teaching English (or related subject) in our friend list, create a group and start the conversation. Thereafter, we can only discuss on the issues we are facing while teaching our students and make notes of all the issues. The issues can be anything related to planning, methods, materials, assessment, teaching particular topics, and classroom management skills and other soft skills like communication, motivation or using technology in classroom. Then, the list can be shortened by removing repetition or the least important topics for the moment (through a common consensus). moving forward, we can ask each other to choose one or two topics, which we feel comfortable to lead the discussion/presentation. If all the topics are not covered, let’s not worry. We can always start with whatever we feel comfortable. Then, we can schedule the presentation and discussion using accessible and free Software like Messenger, Viber, Skype, Zoom or so on. Next, the session leader should take a good time to plan on his/her topic. Once the preparation is done, we can advertise a little via social media to invite other interested teachers to join the discussion. I’m sure we will find more than enough participants. Then, on the day of presentation, we can make some house rules to run it systematically, otherwise, it can go messy. After the presentation, we should entertain questions and open the discussion, which will help both the facilitator and fellow teachers to reflect upon the ideas shared and set direction future direction. And after we do it successfully, we can write our reflection and share, the way I’m doing here.
Before I leave
As the situation is getting worse day by day globally, we as educators can’t just keep quiet and stay at home. Baman says that the ongoing journey of professional development goes beyond the chains of any ‘lockdown’. So, we should start thinking proactively about the alternatives of educating or reaching our students. Such teacher-led professional initiatives can help us to explore multiple ideas of reaching them during this crisis.
[Note: since you have come up to here reading it, please share your feeling, feedback or any question related to it in the comment box below, which will encourage the author. Thank you!]
[To cite it: Karki, J. (2020, April 20). Teacher-led professional development in crisis and ever. [blog post]. Retrieved from: https://eltchoutari.com/2020/04/teacher-led-professional-development-in-crisis-and-ever/]
The Author: Jeevan Karki is a freelance teacher trainer, researcher and writer. He serves as an expert in designing materials and developing training for literacy program at Room to Read. He has authored several op-eds and blogs including some national and international journal articles. He is also an editor of ELT Choutari and the Editor-in-Chief at MercoCreation (http://merocreation.com/).
Diaz-Maggioli, G. (2004). Professional development today. Teacher-centered professional development. Retrieved from: http://www.ascd.org/publications/books/104021/chapters/Professional-Development-Today.aspx
Hills, D., (2017). Teacher-Led Professional Development: A Proposal for a Bottom-Up Structure Approach. International Journal of Teacher Leadership. 8(1), 77- 91.
Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47-59.