PDWorkbook


 * 693 PD Workbook**

I think this tool can bring out personal challenges, strengths, and goals for professional development. Brainstorming on post-its allows you to sort out what themes or threads emerge and connect with one another. I am still unsure of how this might be implemented in a group setting. Might this be used to identify each another’s skill or areas of expertise in regards to achieving a shared goal and to divide responsibility/ task? The categories I came up with are “Bridging research to practice”, “building and sharing new knowledge and a new capacity” and “conveying ideas to key audiences” (colleagues, partners, funders, researchers). The second one seemed more personal, how to gain experience presenting research to different audience, or leading efforts that foster collaboration. This tool is to be revisited at certain key points in a project, not just in the initial strategic planning, such as evaluating your personal contribution/effort after the work has ended. I do this often in my work, what could I have done better?
 * Strategic Personal Planning**

This tool seemed very appropriate for the initial phase of our action research. We were formulating ideas and the supportive listening allowed each partner to share interests and ideas about action research projects. I think this is a useful tool for eliciting deeply held beliefs or thoughts about a controversial matter in which conflict or policy might infringe on personal thoughts being shared or made public. These thoughts might only surface if trust and sense of community exists between the listener and speaker. This kind of constructivist listening and self-reflection by the speaker would benefit teachers who are working together to cope with and implement reform, as described in the Weissglass article. Often we provide time in our PD workshops for teacher reflections in journals, but they are not kept confidential (the facilitators read them). Having the time, space, and trust to critically reflect on your beliefs and practices or personal experiences is important when dealing with conflict, planning for change, or learning something new. And having the support of a trusted colleague can be mutually benefitical in reaching goals.
 * Supportive Listening**

In my first attempt in using the KAQ-F I had to practice a few times separating the claims from questions. I found that after several entries of KAQFs, it was easier to isolate the questions for inquiry and identify knowledge claims that are guiding these questions. This process will be beneficial in future proposal writing, for identifying literature to support our claims and questions we want to pursue. Additionally this tool was helpful in separating different ideas and actions I'd like to pursue to create change and narrowing the work to a focused AR question. In addition to asking 'how we know what we know' the KAQF helps to build an action plan -- how will you find out? I did not brainstorm before drafting the KAQF, but I think that's an ideal way to begin.
 * KAQ-F**

 The steps of the evaluation clock organized how I will measure change in my AR project, and what variables and tools will be used. When completing the full clock, I had three different evaluations in one - a control group (no change—teachers in a face to face workshop), an intervention group (online PD) and a mixed group (both online and face-to-face). I realized the comparison I was //  most  //  interested in isn’t what tools will benefit teachers professional development, but what process – specifically the community of practice approach--can support their implementation and learning in diverse contexts. That’s the underlying theory of using technology in our project. I have since revised my clock to determine whether our internal practices are consistent with CoP principles, which can then extend to online networks. This tool was helpful in walking through the steps of designing and planning an evaluation, and aligning of the methods to assess certain factors that will inform you, the researcher- on the effects of the intervention that was proposed based on your hypothesis or theory of change. I’d like to look learn about other evaluation tools and how they differ from the clock.
 * Evaluation Clock

Dialogue Process** I think this is a very equitable and inclusive approach a conducting a group discussion. It felt very structured but at the same free-flowing with new ideas and opinions that built on one another. I could see the role of the facilitator in bringing the conversation back to the topic or keeping the dialogue going. I appreciated the focus on listening. All too often the conversations aren't conducive to effective dialogue; interruptions prevent us from expressing the complete thought. It's helpful to have questions or topic to reflect on, at least as a starting point. I'd like to use this technique at a future strategic planning meeting where we usually explore our hopes, dreams and goals for a project (annually).