Training in Tough Times (VIII)
Learning and Development: Reflections from a Publisher’s Perspective
Learning and Development: Reflections from a Publisher’s Perspective
For the last year, educational publishers have been discussing ways to better support teachers in this unprecedented time of need.
How can we provide meaningful interactions, support, and knowledge to the teachers that we work with while also continually merging and managing our personal and professional lives?
In March 2020 all education professional conferences along with school visits and trainings were canceled. Within days, communication between teachers and publishers switched from a variety of forms to email and text messages, as everyone tried to adjust to this new intense, and confusing time. There seemed to be a collective pause, a global reset, a silent period for us each to get our own bearings - much like that of the airlines' oxygen mask requirement on planes (we must put the mask on ourselves before we can help others, even before the baby in our lap!).
Once the oxygen mask was firmly in place, we (publishers) surveyed teachers to explore opportunities in our new way of working - remote. Some of the challenges my colleagues and I encountered when designing meaningful teacher training sessions are the following:
Technology: Last year we had to train on technology first. Most of us had not used video conferencing platforms to train teachers; therefore, quite a bit of time was spent learning and supporting the technology platform for the training. A year later the platforms enable us to train teachers and the use of the platform is second nature. We can now focus on incorporating mobile learning and other technology beyond the video conference platform.
Facilitating and Planning: Last year managing training times and breaks was a challenge. Did teachers have children to care for at home? Did we have children to care for at home? Did teachers have other priorities beyond the mandatory summer training session (e.g., other technology devices and other work lured their attention away)? What amount of information is too much to compress into one remote session or what amount of information merits a short video to watch outside of training times for pre or post-training? This year, we are more confident knowing what trainers and trainees can handle and in what timeframe.
Intrapersonal Considerations: Last year we were all juggling too much. No one was fully present in remote training unless you had high motivation to learn what was being presented. Remote training made it difficult to read and respond to individual teachers participating in the training session. This year, we are all much more comfortable participating in remote training even though we know everyone is ready for the summer break!
Interpersonal Considerations: Last year remote networking and engagement never seemed to go as planned. As a result, rich discussions in breakout groups were cut short and some people were even blocked from participating due to technological glitches. It was difficult to build community among teachers that did not know each other and only had subject knowledge in common. Often, these exercises felt forced and unwelcome. This year, despite the frequent annoyance of muted mics, we all seem to be able to move freely in and out of different breakout groups. Participant engagement and community are still difficult to recreate online despite any best practices and breakout collaboration skills we have learned in the last year.
For me, I mostly miss eavesdropping on the group at the table next to me or even eavesdropping on other groups during group work as you walk to fill your glass of water at the back of the training room.
There still seems to be a lingering sense of disconnection that is hard to break.
With the above in mind, we are forever indebted to technology.
Technology allowed us to work with teachers during a time when the feeling of isolation was a dominant factor and support was crucial. It is evident that remote training is here to stay.
But, as we’ve learnt, there are benefits to remote training for both the publisher and the teacher.
First, many of the remote learning and development opportunities allow for maximum flexibility and personalization. Travel schedules, equipment fees, computer connections, adaptors, and venue reservations are no longer a necessity. The ease of recording remote training allows everyone to feel more confident meeting both professional and personal commitments.
Second, learning and development can be broken down into bite-size segments focused on specific key elements without overwhelming a teacher. We can examine the use of specific technology or an area of a subject in detail without being overwhelmed. Training can be spread out over a week or even made into a series. Most training can be viewed at your convenience and the recording can be a reference to revisit from time to time.
Third, remote learning and development is budget-friendly. Since publishers and school districts do not have to factor in travel expenses, there are more opportunities for teachers to attend learning and development offerings on a more consistent basis.
There is no perfect learning and development design, but that is probably the beauty in all that we do. Learning and development are constantly evolving and being tailored to the specific teachers’ needs.
What we do know after the 2020-21 school year is that we have more tools in our tool belt to support teachers. For example, we know there are more ways than in-person training for learning and development sessions to be effective and successful.
With that said, I am a firm believer that the magic of learning and development happens in the training moment from the interactions and energy of the participants while focusing on our professional passions to learn, develop, and grow in that perfect moment of flow.
When you as the teacher and/or trainer see the lightbulb turn on, connections made, and synergy takes flight, it is why we love to be part of the learning and development process.
Samantha Radovich is an education consultant from Colorado with over fifteen years of professional experience spaning five countries. She received her MA from Middlebury Institute of International Studies and her BA from the University of Colorado.
Samantha is passionate about teacher education, second language acquisition, and bilingualism.
INTERESTED IN TEACHING OVERSEAS?
There’s a book!
Practical and easy-to-access, ‘International Schooling: The Teacher’s Guide’ provides insight into one of the biggest, and most exciting, career transitions and life adventures many teachers ever make.
Whether you are new to this world or experienced, the accessible book introduces, examines and unpicks the highs, the lows, the perks and the pitfalls of international schooling.
For anyone aspiring to, new to, being recruited into, or currently enjoying international teaching, it is essential reading.
Spot on, Samantha Radovich! You have captured the transformation of the teacher training scene from the headache accompanying the pandemic to the many benefits that technology has afforded. Great job! I will be interested to read more of your insights as the COVID-19 dust settles and online training becomes our new normal!
Nice work, Samantha! I do miss some of the face-to- face trainings but I am glad to see that professional development has not stopped- it’s just about finding other avenues to deliver teacher training.