Steps to Good Professional Development

Set goals for the PD session using the SMART goal setting model. Doing this first will help the program planning and evaluation process. In creating your SMART goals, you should also include affective adjectives that may be harder to measure, but can still inform your planning. For example, Workshop: Teaching with Documents; Goal of workshop: each participant feels prepared and will try one new technique using documents with their students.

• Specific - be specific as you set your goal. What do you want to accomplish in the PD session?
• Measurable - Set measurable goals so that you will know if you have achieved them.
• Achievable - Set realistic goals you can accomplish during your PD session.
• Relevant - Ensure that your topic is relevant to your audience and that you stay focused on the topic and what you plan to accomplish in your PD session.
• Timely and Trackable - Set goals that can be accomplished in the time available.

If your PD session is longer than 20-30 minutes, it should definitely be varied so that you can help participants access the information in different ways. Here are some different session styles to consider. Note: You do not need to include every style in your presentation.

• Hands-On Activity - a good option to help teachers envision what the material might look like from the students’ perspective. This style is especially useful when modeling new ways of engaging with primary sources through “learning by doing.”
• Breakout Session/ Discussion Group - a good option to maximize the expertise of the educators in the room and promote collaboration. Providing a firm structure or set of instructions for the breakout groups to follow will make it easier for the groups to share what they’ve discussed or developed afterwards.
• Think-Pair-Share - a good option to encourage individuals to think deeply and reflect on a complex or challenging issue. The pairing after individual reflection allows for teachers to share new and riskier ideas in a non-threatening environment.
• Inquiry/Q&A - a good option to facilitate input from the full group and to discover new ways to explore the topic. This session type can also ensure that participants have a voice and can contribute to the direction of the program.
• Lecture - a good option to present rich content through a one-way delivery method. This session type can be helpful in sharing details for an application process or highlighting past research or standards that the materials meet.

Preparing for your PD session ahead of time will help to increase your confidence in the material you are presenting and can help you remain flexible during your session.

Prepare materials for distribution ahead of time:

• Session Handouts:
  • Copies of primary and/or secondary sources
  • Copies of worksheets or lesson plans
  • Recommended reading lists
  • Online resources
  • George Washington Teacher Institute promotional materials and/or give-aways
  • Certificate of Completion
• Note-taking and activity materials (paper, pencils, etc.) if needed
• Evaluation Sheet or Online Evaluation
• Sign-up list to join Mount Vernon email

Have technology work for you:

Arrive at your session early to check that equipment is working (laptop projector, speakers, microphones, video conferencing, etc.)

• Provide social media handles/hashtags for sessions you have created or identified to support your session
• Create clear visuals. There are several websites that give examples of good PowerPoint or Prezi presentations, including:
  • Designing an Effective PowerPoint Presentation: Quick Guide
    Purdue Online Writing Lab
  • Creating an Effective PowerPoint Presentation: Education and Technology Resources

Coordinate with others:

• If you have a co-presenter, make sure you have reviewed each other's presentations
• If you are presenting on a panel, be sure to discuss room set up, break schedule, overlapping topics, etc. prior to the session
• Provide directions and contact information to outside experts you may be inviting in person or via video conferencing/Skype

Present with confidence:

• Bring a hard-copy of your agenda and handouts for note taking
• Draft a presentation outline and try to anticipate the questions participants may have, along with your answers to those questions
• Bring a watch, clock, or cell phone to track the time
• Practice your presentation (including your introduction, instructions, activities, etc.)
• Review the names and details of the people registered for your session (if available ahead of time)

Many opportunities for PD workshops require the submission of a proposal. Consider these guidelines and suggestions when planning and drafting a PD workshop proposal.

Step 1: Review Proposal Guidelines

When writing a PD workshop proposal, be aware of the guidelines and requirements of the hosting organization.

Consider these questions when planning your proposal:

• When is the application deadline?
• What are the required application materials?
• What is the format of the proposal?
• Does the workshop or program have a theme or criteria that should be considered in the proposal?
• What is the submittal process?

Step 2: Plan the PD Session

The next step in the proposal process is planning. It is important to outline your ideas and understand your audience to present a meaningful PD workshop. The following links provide examples of PD workshop proposals and additional tips for writing a proposal:

• NCSS
• ISTE

Consider these questions when planning your PD session:

• If you have attended a PD workshop before, what was successful and what did you like about it? How could you model that successful session?
• What aspects of the workshop were not as successful and why? How can you avoid these aspects?
• Who is your audience?
  • What ages or grade levels do they teach?
  • What subjects do they teach?

Step 3: Concept

A good proposal will outline the purpose and goals of the session, and be clear about what will be presented. Think about whether you want the participants to share ideas, engage with primary and secondary sources, participate in a hands-on activity, or actively participate in a discussion.

• State the goals of the workshop. What do you want to accomplish with the session?
• Choose your focus. What historical theme or topic do you want to focus on? You could choose to present on a methodology such as “Teaching with Objects,” or a topic such as “Slavery in Washington’s World.”
• Choose your presentation style. What kind of PD session will best fit your goals? Clearly defining your workshop goals and knowing your audience helps to narrow down the best style for your session. Some proposals may ask you to choose a specific session style. Here are a few examples:
  • Hands-On Activity- involves participation and active engagement through the idea of “learning by doing”
  • Breakout Session/ Discussion Group - promotes collaboration and sharing of ideas, as well as maximizes the expertise in the room
  • Think-Pair-Share- promotes individual thinking and collaboration through individual reflection and sharing with a neighbor
  • Inquiry/Q&A- uses questions to discover new ways to explore the topic at hand
  • Lecture- delivers rich content through a one-way delivery method and is often paired with a Q&A at the conclusion
• Think about why you attend PD workshops and what you find useful. Why would teachers want to attend your session? Think about specific skills and/or content you want participants to leave with. Will teachers learn new pedagogical techniques, increase their knowledge, etc?
• Will you have any supplementary materials, handouts, or online resources?
• Are there any takeaways for the participants?

Step 4: Revisions and Review

Submitting a well thought-out and professional proposal can boost the odds of it being chosen by the selection committee.

Be sure to answer the following questions as you review the proposal:

• Are the grammar, punctuation, and spelling correct?
• Does the proposal flow nicely and have transitions?
• Does the proposal have a clear content area?
• Does the proposal have well-defined goals?
• Is the title engaging? (which would you prefer to attend: “Teaching with Objects: George Washington’s Punch Bowl” or “Teaching With Punch! Putting Objects Back in the Classroom”?)
• If possible, have someone unfamiliar with your proposal topic read and edit it for content and clarity.