The Power of Student Inclusion in Teacher/Staff Professional Development
Happy almost fourth of July! I’m sitting on my back porch enjoying a wonderfully humid morning that’s almost clear of Canadian smoke, watching the chickens peck the ground (I hope someone reading this is a Trisha Yearwood fan and recognizes what song that chicken reference is from), and of course nursing a great cup o’ joe. I hope you’re enjoying a three day holiday if that’s available to you, eating copious amounts of good food, watching fireworks, relaxing, hanging by the lake, or on a mountain, or in your backyard…Happy Independence Day!
Not to be a party pooper but in some corner of your mind, remember that America’s independence day didn’t mean independence for all Americans…but that’s a topic for another Sunday Morning Coffee, because today, I want to talk about professional development.
Professional development sessions play a vital role in the growth and success of educators, and if you’re working in a carceral space, they are also important for correctional staff. Educators are required to complete a certain number of hours of professional development each year, but this mostly applies to public school systems. Once educators become employees of correctional systems, PD can be scarce. Unless the state requires PD to maintain certification, and unless the correctional system actually hires certified educators, then folks get annual training, but training isn’t the same as professional development.
I have a confession to make: providing PD for people is one of my favorite things to do in the whole world. When done well, you can ignite or re-light a flame of excitement in people for their work. I get to see the lightbulbs go off when participants learn a new skill, connect with the relevance of the information, exchange ideas, or create a new way to do something based on our session. Everyone benefits from relevant and engaging PD, especially students (including incarcerated ones).
But imagine this: what if the students didn’t just benefit from teachers and staff attending a PD session but were actually attending WITH them? Normally, PD is delivered by a subject matter expert to staff, but I have found that including students in staff PD can be truly powerful. Not every time, of course, because some subjects should be tailored to specific strategies, methodologies, and self-care for staff, and it’s important for teachers and staff to have an occasional break from students, from the every day grind of their work, and to build community. But every once in a while, having students and staff learning side-by-side can be life changing.
The picture that accompanies this post is one of my all time favorites of my career. That day came about by equal parts of serendipity and careful planning. I had cultivated a friendship with the fabulous Bryonn Bain, actor, singer, activist, professor, and all things brilliant. Whenever he would be in the DC area, he would ask to drop by and do something with our students. Once he performed his one-man show that was playing at the Kennedy Center in our chapel. One time he conducted a poetry-writing class from England, including his students at Oxford and our students in the DC DOC joined virtually. This time, he brought friends from UCLA, the Kennedy Center, and theatre folks in DC to do a day of theatre games and social justice exploration. He called these days Theatre of the Oppressed, and while that sounds like a real downer, it was so fun and so impactful. When he called and asked to come, I said yes (I always said yes, by the way), then realized that it was on a day of no school because I had PD scheduled for our education staff. I called him back and asked if he could do a little something with our staff on that day too. We settled on our teachers and school officers joining the students, and we added a section at the end of the day just for staff about teaching strategies and other cool stuff.
The staff did a little grumbling. They weren’t that into it, but I’d been there long enough for them to know that grumbling doesn’t sway me. :) The day started off a little stilted. Students were overjoyed to walk in and see Bryonn and crew, but curious about why the staff were there. The staff were hanging around the walls like they were hoping no one would ask them to dance. But dance they did! Honestly, no one can resist Bryonn’s enthusiasm, and like five minutes in, everyone was participating in these crazy theatre games, laughing, jumping, and yes…dancing. Theatre of the Oppressed culminates in role playing various real-life court scenarios with the players changing the trajectory of the outcomes by changing how evidence is presented, witnesses lying or telling the truth, etc…and then a discourse on how the system itself plays an integral role how ‘justice’ is achieved. It’s more complex than this, but for the sake of your time reading this post, I’m cutting to the chase.
Ya’ll. The relationships built that day, the knowledge gained, the innovations I saw in classrooms thereafter, and the cultural shift that happened was nothing short of awe inspiring. The staff who hung out like grumbling wall flowers asked when we were doing it again. Students were going to staff with ideas for classes and activities long after that day. Look at the picture again. Just a day of joy that didn’t feel like a day in a prison classroom, but a day of learning and communing. Everybody won that day.
I created various PD activities like this moving forward that I can cover as we journey on together. Some with correctional staff, some with educators, some with police officers, even some with policy-makers…all with great success for participants and students. Why aren’t we creating more experiences like this?
One of the most significant advantages of including students in professional development sessions is gaining firsthand insights into the student experience. Teachers and staff can learn directly from the source about what works and what doesn't in the classroom. By actively involving students in our own learning process, we gain a deeper understanding of their needs, interests, and challenges. This authentic perspective can guide the development of more effective teaching strategies, curricula, and classroom management techniques, not to mention build a learning environment that is inclusive and empathetic.
Including students in professional development sessions sends a powerful message that their voices and opinions matter. By involving students in discussions about teaching methodologies and educational policies, teachers recognize them as valuable contributors to the learning process. This inclusion empowers students to become active participants in their own education, fostering a sense of ownership and engagement. When students are involved in decision-making processes, it increases their motivation and investment in the learning journey.
By actively engaging with students in professional development, teachers can strengthen their relationships with their students. When students see their teachers taking an interest in their thoughts and experiences, it builds trust and mutual respect. This positive rapport creates a conducive environment for open communication and collaboration. As a result, students are more likely to feel comfortable expressing their ideas, concerns, and needs, leading to a deeper connection and a more supportive learning community.
Each student brings a unique set of strengths, challenges, and learning styles to the classroom. By including students in professional development sessions, teachers gain insights into the diverse needs of their students. This knowledge can inform the development of personalized instruction, ensuring that teaching methods are tailored to the individual learning styles and abilities of each student. Inclusion promotes differentiated instruction, allowing educators to meet students where they are and facilitate their academic growth effectively.
When students actively participate in professional development, they become agents of their own learning. Inclusion provides opportunities for students to engage in critical thinking, problem-solving, and collaboration with educators. By involving them in the process of instructional planning, goal-setting, and assessment, students develop a deeper understanding of the learning objectives and take ownership of their academic journey. This increased agency and engagement lead to enhanced motivation, curiosity, and a desire for lifelong learning.
If you aren’t a believer yet, take another look at that pic. If that doesn’t convince you that learning together doesn’t result in the joy of learning together, I don’t know what will.
If you’d like help in facilitating PD of this or any other kind, contact me. I have lots of ideas. :)
