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Prioritizing Your PD Topics and Supporting Implementation of Professional Learning with Monica Bennett, ep. 223

Teacher in classroom standing in the front of the room. Students are sitting at their desks. These words are on the image, "Prioritizing Your PD Topics and Supporting Implementation of Professional Learning with Monica Bennett".

Instructional coaches often ask me how they can identify potential PD topics and help teachers apply what they’ve learned in the classroom. These are big, important questions, so I recorded a podcast episode to answer them!

Today Monica Bennett joins me to discuss prioritizing your PD topics and supporting implementation of professional learning! This episode is the latest in our ongoing series about developing a coaching action plan.

In the episode, we talk about how to determine potential PD topics and narrow them down effectively. We explore strategies for following up on PD opportunities to ensure teachers put what they’ve learned into practice, offering ongoing support for implementation, and helping them apply their learning in the classroom. Plus, Monica shares ideas to spark teachers’ interest in optional professional learning. You don’t want to miss this episode packed with practical tips and ideas around professional development!

How to Identify PD Topics for Your School

As we create our coaching action plan, we want to make sure our professional learning sessions meet the needs of our teachers and align with the school’s vision. During the conversation, Monica shares three ways coaches can identify relevant PD topics for our teachers. Here are her suggestions!

1. Look at the new directives coming from the district or school administration. Anytime you’re implementing something new, you need to provide professional development.

2. Listen to teachers and ask them about what they find challenging in their classrooms. Monica recommends being as specific as possible when asking teachers questions because they may not recognize their own needs right away.

3. Get into classrooms! Visit classrooms at various times of the day to see what’s going on. Collect data on what you see and look for trends.

Narrowing Down PD Topics

Our time with teachers is limited, but we still need to make sure they are getting the PD they need to help students succeed! During the episode, Monica shares how she chooses topics for whole school PD and then narrows it down to make it more impactful for every teacher.

When choosing a focus for full-school PD days, Monica prioritizes topics that are relevant to the greatest number of teachers. These are topics important across grade levels and subject areas.

She also suggests choosing PD topics that snowball into other areas and help teachers solve multiple problems. For example, behavior management affects many other aspects of the classroom.

After selecting those big PD topics, Monica considers other important areas that may only be relevant to a few teachers or a specific grade level. She offers those topics during team meetings or one-on-one with teachers.

Engaging Teachers in Optional PD Sessions

Next, we discuss ways to get teachers to participate in optional professional development. Monica’s first recommendation is to make it flexible, by offering it at different times and presenting the information in different ways to appeal to various learning styles. Additionally, you can also provide resources so teachers can learn at their own pace.

Monica says she always has a few teachers who are initially interested in optional PD sessions. She asks teachers who have attended to share their experiences during staff or team meetings. This sparks interest among other teachers and helps convince them to attend future workshops.

Following Up on PD Opportunities to See If They’re Being Implemented

Coaches need to follow up on professional development to ensure it’s being used in classrooms! To follow up, Monica asks teachers if they’ve used what they’ve learned with their students and if they have any questions. She says having those conversations, even if it’s in a staff or team meeting, is really crucial because teachers can share their feedback and any concerns.

Another suggestion she offers is visiting classrooms to observe if it’s being used. Looking for evidence helps reveal whether or not the learning is being implemented with students. We also discuss the importance of asking teachers to make a commitment to try out what they’ve learned and letting them know that you expect to see it in the classroom.

Providing Ongoing Support for Professional Learning

Many times, teachers will receive professional development in August or September. They’ll get two days of PD, and then we pretend they’re experts in that topic. We don’t revisit it again and teachers don’t really have the knowledge they need to implement it in the classroom.

So, what can instructional coaches do to provide ongoing support and follow up on those professional development sessions?

During the episode, Monica gives us a few great ideas!

Monica explains that no matter how good your PD is, teachers need to hear the information more than once and in different ways before they can fully understand and use it in their classrooms. She starts with a large group, then gets a little smaller, and then smaller again until she’s checking in with individual teachers. This is very similar to how I recommend tiering support for teachers.

Once she’s given a whole school PD she tries to present the information in a large group again. This could be a staff meeting or a grade-level meeting.

Then she gradually presents the information in smaller and smaller groups. Monica explains that if you only deliver it in large groups, you’re going to miss some teachers. These smaller ways of providing support might be modeling a lesson and inviting several teachers to watch, helping them plan, or a one-on-one coaching cycle.

Monica says we want to make sure we work with teachers at an individual level, so they have all the support they need to implement the new learning. This is especially important if it’s a non-negotiable requirement.

Bridging the Gap Between PD and Teacher Practice

You’ve probably noticed how challenging it can be for teachers to apply learning from one subject or grade level to another area. I know I have! Transferring knowledge isn’t something most people do naturally!

However, we can deepen our teachers’ understanding by starting with whole-group learning and then offering small-group and individual learning. Providing differentiated materials and following up consistently also makes a big difference!

Prioritizing Your PD Topics and Supporting Implementation of Professional Learning

Monica ends the conversation by explaining that people need to move away from the idea that professional development has to mean the entire school sitting down for an hour-long PD. She emphasizes that there are so many other ways to provide professional learning!

You’re going to love this episode and all the practical insights Monica shares during our conversation. The strategies are broad enough to apply no matter where you work and who you support! I know you’ll find it really helpful as you develop your instructional coaching action plan!

Listen now using the player below or wherever you get your podcasts!

Topics and Questions Discussed in Episode 223 – Prioritizing Your PD Topics and Supporting Implementation of Professional Learning with Monica Bennett

  • Prioritizing your PD topics and supporting implementation of professional learning
  • How to identify possible professional development topics for your school
  • Narrowing down professional learning topics when you have limited time
  • Ideas for getting teachers interested in optional PD
  • Following up on professional development opportunities to ensure they’re being implemented
  • Ways Instructional coaches can provide ongoing support for implementation
  • Bridging the gap between PD and classroom practices

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Podcast produced by Fernie Ceniceros

Prioritizing Your PD Topics and Supporting Implementation of Professional Learning with Monica Bennett, ep. 223, Instructional Coaching with Ms. B Podcast

Chrissy Beltran 00:01
Welcome to instructional coaching with Miss B where we believe that every teacher deserves a coach, and every coach does too. I’m Chrissy Beltran, an elementary teacher who became a coach, and I had to create my own coaching program that worked now, I teach coaches how to design their coaching programs, build a school wide action plan and use differentiated strategies to support teachers. Plus, I’ve got a special spot in my heart for literacy coaches. Now let’s dig into the episode.

Chrissy Beltran 00:25
Hey coach and welcome to episode 224, of instructional coaching with Miss B. Today, we are continuing our study on developing a coaching action plan with some work around PD topics. The question that I received from coaches is, how do we prioritize PD topics, and then how do we actually make sure that what we work on during PD gets implemented in the classroom? And those are such good, good questions that I wanted to create a whole episode around them. You of course, can grab an action plan guide and little mini challenge that will come straight to your inbox at buzzing with Miss b.com/action, plan. I do recommend it if you feel like you are just kind of like trying to cram as much learning into people’s brains, and you don’t have a clear focus for your work, and you’re just getting through the week every week, marking stuff off your list, but there’s no real cohesive plan for your coaching work. Definitely check it out. At buzzing with Miss b.com/action, plan. And then I have the action plan toolkit that you can grab in my store at Teachers Pay Teachers. If you search for Chrissy Beltran or buzzing with Miss B it’ll pop up. Then you can grab that action plan toolkit for instructional coaching at three different levels. My guest today is Monica Bennett. She’s going to share with us a little bit about identifying possible PD topics, narrowing them down, and some ways that we can get teachers excited and using the professional development that we provide. So let’s welcome her. So let’s welcome Monica to the podcast. Welcome.

Monica Bennett 01:52
Thank you.

Chrissy Beltran 01:53
As a way to introduce yourself, we would love to hear about a few things. Who do you help and how do you spend most of your time and energy at work?

Monica Bennett 02:02
Well, right now I’m working as a curriculum developer. So I work from home, creating curriculums as a freelancer different projects, but I also create my own resources for teachers and coaches that’s available in my TPT store and on my website. So previously I was an instructional coach and vice principal, so a lot of those resources were created when I was in that role, and I still love getting into schools and and doing trainings occasionally. So that is, is what I do at the moment,

Chrissy Beltran 02:40
awesome, and then this year, I’ve made it my own. I don’t know something I really, just really want to do, like a kind of a goal, that I want to share hobbies with people, because I feel like we spend so much and give so much of ourselves to our schools, but we need to have hobbies outside of school. So what is a hobby that you love to do?

Monica Bennett 02:58
I love doing anything relating to water, being on the lake, and skiing, jet skiing, all that kind of stuff. So, swimming, yeah, anything relating to water?

Chrissy Beltran 03:11
Are you near a lake

Monica Bennett 03:14
a few hours away?

Chrissy Beltran 03:15
Okay, yeah, yeah, all right, okay, so we’re at the topic we’re talking about today is looking at PD topics, narrowing them down, figuring out which is going to be the most important for teacher learning, and then developing a plan to support teachers actually implementing all those things that they learned during PD. So how do you go about identifying possible PD topics for a school?

Monica Bennett 03:40
Well, the first thing is, like looking towards new things that are coming from the district or from the school administration. So maybe you’re going to have a new curriculum that you’re going to ask the teachers to use, or you the district is really wanting teachers to focus on a certain teaching strategy. Anytime you’ve got something new coming down the pipe, you need to have professional development ready for that. So always thinking in advance of those new things coming out, then just listening to teachers asking them about their challenges. Occasionally, I would send out a survey. I didn’t always get great response from that. Usually, I find it better to just when I’m in their meetings or just talking to them in the hallway, asking them questions about that. And I find a lot of times, teachers don’t always know what professional development they they want or need, so getting as specific as you can with your question. Instead of just saying, what PD would you? Would you be interested in? Ask them, you know, how are your are your students participating Well, in class, what’s your greatest challenge that you have are, are you struggling with certain kinds of behavior in your class? And be. As specific as you can, because they don’t, when we ask these big questions, they don’t always know right away what their their most biggest need is, right? And then also just walking around, getting into classrooms. When I was full time in the in the school, I would pop into classes all the time, and sometimes it would just be for a few minutes. And I was just wanting to see what was going on in a regular lesson, in a regular day, popping in during different times, not always the same time every day, right? Because you want to hit them after lunch. You want to hit them at the end of the day in the morning, because you’re going to see different things. So just that helped me get a lot of ideas. I would collect data about things that I saw happening a lot in the in the school and various teachers classes. So I, you know, remember one time I went around and I was just collecting data on, okay, I’m gonna, I’m gonna pass by every classroom certain times of the day, and I’m just gonna see our students working individually and silently at their desk. Are they working in groups, or are they doing something else? And I would so I was just trying to see, you know, and I realized, oh my gosh, almost always I found them sitting quietly at their desk, not talking to anyone. So I realized that was something maybe the teachers needed help on. How can I get them working in groups more effectively? And what are some different strategies? So those are, those are a few things I use when I’m trying to discover topics.

Chrissy Beltran 06:46
Yeah, I like that. I really like what you said about challenges and struggles teachers have, because that’s a great way to meet the needs that they have, even if they don’t know what they’re trying to learn. Because obviously, if they’re having a challenge that they’re constantly battling in their classroom, then that is an area of growth, like, that’s an area we can really support them in. But they might not say, well, I need more engagement strategies, because they might not always know that’s the problem. Yeah, yeah. It’d be hard to see that whenever that’s like, your own little world that you’re in, like in your little teacher bubble, being outside of that is, is it’s difficult sometimes. So that’s the benefit that we have. They can come in and be like, Oh, well, they’re lacking engagement strategy. That’s why kids are, you know, just shouting out or whatever. There’s no learning. And I like the the visiting all the classrooms. I call that a classroom sweep, where you go visit everything, and you kind of take a look and see what patterns are you noticing, you know, like having the focus where you were like, what kinds of work are kids doing? Are they engaged with a team? Are they, you know, with a partner or just on their own? And if they’re always on their own, that’s a great place to go for PD, for sure, to identify, Okay, this is, like, a big concern that we have across our school. It’s going to be needs in a lot of classrooms. Yeah. So then after you go like, you visit your classrooms, you have your information that you’ve gathered. Maybe you did send out a survey asking about challenges, or you talk to teachers, and you have all these different ideas for PD, how do you narrow them down and prioritize them when you have very limited teacher learning time? Because that is often super limited, like some some districts do, you know, maybe a couple days at the beginning of the year, and then maybe another couple of days in January, and that might be it, or the only the beginning of the year. Sometimes we do, like in my area, a lot of the schools do early release days a few times of the year. But honestly, in the spring, that stuff gets eaten up by testing protocols. So you don’t really have a lot of time there to play. Yeah, definitely. So how do you narrow it down and figure out? Well, what am I going

Monica Bennett 08:40
to focus on when I’m thinking about those freshest, like, whole school, PD, days, um, the biggest things I think about is, okay, I need a topic that’s going to be relevant for the most number of people. Like, I don’t want to do something that’s about small read small group reading centers, and mostly only my younger grades use that. And now all these older, the older grade teachers feel like they’re just wasting their time, right? So I want something that’s going to be relevant to all the teachers across the grade level, across subjects, and then I think about it’s kind of like those things that snowball into other things. So it’s like, if they work on, for example, behavior management. Behavior Management is a thing that will affect so many other things in your classroom. So if behavior management’s a problem to a lot of your teachers. That’s where you need to start first, because it’s a snowball effect to other things, whereas if I start at the end on some smaller issue, like perhaps, you know, assessing students or in. Something that is not going to affect quite as many things all at once, then it’s maybe not as beneficial to our time. So I always want to pick those big things that I know okay, this is going to help them solve multiple things going on in their classroom, and that’s where I want to start. Then with all those kind of other ideas that I’m like, Okay, I don’t have any more full school, PD days, then I start thinking about, you know, maybe there’s other topics that I think are important but are really only relevant to a few teachers that I could do in their team meeting or on a one on one with teachers, you know, and I try and think of other ways that I could give them that information besides just through that whole, whole school. PD,

Chrissy Beltran 10:58
yes, I like that, those foundational pieces. It’s such a good point, things that everybody can benefit from, and that would change the most in their classroom, if that one thing changes. I think, yeah, like mention management is like the foundation for everything. And whenever that’s in place, nothing else is in place. And then things like, you know, academic vocabulary, or you know, or language, things like that that everybody needs to be doing thoughtfully in their classroom, that they may not have the resources or tools to do that yet. Those are, those are good points. Yeah, one of the ways that people get around that that time limit, is that they’ll do optional PD, like, maybe after school or before or they’ll do like a lunch and learn different things. So what are some ways that we can get teachers interested in participating in those optional, optional PDS, if they’re not required.

Monica Bennett 11:47
Um, I think first of all, just making the opposite options flexible. Um, if you only, if all of your options only take place after school. Well, if they have some specific reason that they have to leave right after the end of their contract time, they’re never going to be able to go right. So you got to be flexible somehow, and that’s so that means various different times. It means various ways of presenting the information. So not all teachers like sitting down and listening to you talk about something. So sometimes they want you to just give them a paper to read on their own, and then they can come to you and ask questions, right? So offering a lot of different opportunities that are for different styles of learning. And then also I find that if I get a few teachers who are like interested from the beginning, and then I ask them to share their experience with other teachers, sometimes teachers will get interested that way. So I might ask in a staff meeting or a team meeting, you know, I gave this optional PD, about such and such topic, and I would ask a teacher who had been what, what’s something you learned from it, or how, what have you implemented in your classroom relating to this topic? And so the more that kind of helps teacher, other teachers who were a part of it to hear, Oh, she learned all these great things through that optional PD, maybe next time that’s something that I would would be interested in. So kind of let them convince each other to do it,

Chrissy Beltran 13:41
sort of a little commercial, yeah? Like a person, yeah, yeah. I like that. I think you mentioned, like, people like to read things and just, you know, like, do the learning on their own. You provide them with the resources they learn, and then they may come to you if they need support. And I think that’s a really good way to you need subscription boxes, people like, yeah, they have different, like, units in their their space, and then people can check those out as needed. Or, you know, you can offer them here and there, and just having them ready is a really great way to go. So, yeah, how do you so, like, let’s say you’ve done PD on management, for example, you did your big two days at the beginning of the year. And then what we see a lot of times in schools is this once and done sort of model for PD, where people get stuff up front, they front load everything, and then they don’t talk about it again ever. So how do you follow up on PD opportunities to see if they’re being implemented? What does it look like? Yeah,

Monica Bennett 14:39
this is such an important question, and I think this is part of why teachers think that PD is a waste of time sometimes because it’s not enough information for them to actually use it in their classroom and no follow up happens. So I think this is part of the reason teacher. Is are negative towards it. So yeah, it’s really important, because no matter how fantastic your PD was, teachers will need several times of hearing the information over and over in different ways, just like kids do before they like, actually get it and can use it in their classroom. So, usually, you know it might start asking them, Hey, have you, have you used any of this in your classroom? Is there? Do you, did you have any questions about something? So just having those conversations, even if it’s in like a team meeting or a staff meeting, instead of maybe asking one specific teacher, you might just ask generally, hey, remember last week we did this PD topic, we shared these resources. Has anyone used any of them this week in their classroom and give them a chance to to share feedback, and then just popping into classrooms again, trying to see if you notice them, using any of the strategies you’ve given you, you can Always go back and and have them have the opportunity to ask you questions about it. So I think just just putting your eyes and your ears out to see if anyone is using those terms or using those resources that you have brought, then you’re going to know whether or not it’s being implemented at all.

Chrissy Beltran 16:40
Yeah. Another thing I like to do is at the end of PD, whenever they make, like, a commitment about what they’re going to try, we try to do that towards the end of a PD session, it’s like, Okay, how are you going to bridge this to your classroom? So, yeah, make some kind of commitment, whether it’s like a sticky note or an exit ticket or whatever, or like a verbal commitment to another person, and then we might find, we might figure out, like an accountability artifact. Okay, so I’m going to try this thing. So then, during the next time we meet together for our PLC meeting that we have every week or whatever, we’re going to each bring something. And it might not be next week that might be too soon. You know, you might have to give people some time, depending on what it is, but you might say, Okay, so we’re going to try out the strategy. So I’m going to bring the student writing sample that shows that we need it. Or I’m going to take little video of my kids, you know, using this structure to share, or whatever. And that can be helpful too, because then it’s kind of like they know, if they don’t have any implementation, they’re not going to have the thing to bring, and other people are going to bring their stuff. I mean, I can remember that feeling of that, yeah, like, oh, man, I need to do this thing, because then we’re going to have to share about it tomorrow. It tomorrow. Yeah? Obviously you don’t want to, like, like, strong arm people to trying things. But sometimes the only way it’s important is that there’s the expectation. It just there’s so much in teachers brain,

Monica Bennett 17:53
yeah, so yeah, at some point they have to know, no, this is an actual expectation, that you start doing this, right? And so sometimes you know that has to come from, like admin, sometimes the coach is enough, but yeah, they they have to know that even after you have talked about it and you have given the information multiple times, yeah, there’s going to be an expectation that I should see this in your classroom, right? And

Chrissy Beltran 18:20
I think that varies depending on the PD that you’re doing, too, because there were some things that I did, like, I taught people how to use, you know, iMovie to make little book commercial. I mean, this was years ago, and that was, like a fun thing. If you want to try it out, go try it out. There was not like a real accountability piece for that. That was another strategy you could use with kids if you’re looking for some way for them to share about their reading and engage with technology in a meaningful way. But other things that we did were like, yeah, no, you’re going to this is expected that this is a practice we’re starting to use now. So if we’re not using it, then there’s going to be, you know, a problem there. Like you mentioned, initiatives are not really negotiable. Yeah, and do I hate the phrase non negotiables? I have hated it since I was a teacher, and I heard it the first time. But they are accurate. If it’s not negotiable, you know, you gotta do it, so you’re always walking that line, I feel like as a coach, yeah. So you mentioned part of the problem with like, you know, you can follow up and see if it’s being implemented. How can we provide support for that implementation to follow to because whatever, like we talked about people who see things up in, you know, August and don’t see them again, and then maybe there’s not a lot of implementation because they don’t have the knowledge that they needed, because they got two days on it, and then we just kind of pretended like everybody was an expert. So which is, you know, not enough time, really, for people to get good at something, maybe multiple exposures, opportunities to practice. So how can we keep following up on that, that? PD, in a supportive way, not just like an accountability or follow up way, you know, check out, check in way, yeah,

Monica Bennett 19:54
um, I try and do it once I’m done, like a. Group, PD, or a whole school. PD, I still try and present the information in like a large group again, so maybe that’s a little bit at a staff meeting or a grade level meeting, something like that. And then after another time of doing it as a larger group, then I try and get smaller and smaller to to make sure. Because sometimes teachers, if you only ever do it in front of large groups, you might miss some teachers, because they’re not going to come forward and say, I don’t get this or I’m confused about this part. So you really do have to keep going smaller and smaller to make sure you reach them all and get them all so you know some small, smaller ways of providing that support might be like doing a model lesson and inviting, you know, several teachers to come and watch, or it might mean identifying another teacher in the building, or a few teachers in the building who are really good at this, and pairing up some teachers to go and watch that teacher implementing the strategy, it might mean getting a couple of teachers and you’re going to help them with their planning, and you’re going to talk about the strategy and how they can implement in their planning. So it could be a one on one coaching cycle that there’s so many variety of ways I’ve used, but yeah, having that starting from the large group, a little smaller, a little smaller individual, and making sure that by the end, yeah, you are having that individual check in with each teacher to know, especially if it is a non negotiable thing that they’re required to do. You know, we want to make sure we hit them at an individual level and make sure that they have all the support that they specifically need. Yes,

Chrissy Beltran 22:07
I love that the way I explained it’s very similar. It’s the idea of having, like a tier one, is the learning that everybody gets whole group, and then we move to tier two, and that’s like differentiated teams. And so I, what I like about what you’re saying is that you can approach that in different ways with different groups of people. So yeah, the content can be a bit differentiated, because maybe we’re doing academic vocabulary and so, you know, maybe our sixth grade teachers are like, oh, I need to use this in writing a lot, but our pre ks are like, Okay, well, what did that look like for pre K so we can differentiate with those teams, the content and the mode of of presentation, or the mode of learning, and then we can dig all the way down to, like that, tier three individual support to make sure individual people have what they need to be successful. So like, who I really like the way you shared about that? Yeah,

Monica Bennett 22:52
yeah. Because I think a lot of times I’ve noticed teachers, they see it with via whatever lens or example you provided in the PD, so if you talked about it in writing, then it’s hard for them to go outside of the writing box and realize, oh, you could also use this in math. You could also use this in science, you know. Or if I used it in an example, in a younger grade, the older grades will think, Oh, well, that’s just for younger grades. So when you break it down to their grade level or their subject or whatever, then yes, that helps them realize, Oh, here’s how I personally could apply it in my classroom and and help helps them see that in a more personal way.

Chrissy Beltran 23:41
Yeah, such a good point. I read a study once about learning, and it said something about how, and this was with adults with it’s funny, because this is what teachers complain about with kids, but it’s the same, so that we that very few like it’s a small percentage of people that can apply learning from this area into a different area. Very like most people do not transfer learning. They just do not naturally do this. So then understanding that that’s the way our learners are, instead of just being frustrated by it all the time, which is the other option, then we can plan for it and say, Okay, I know that because I gave a third grade writing example in my workshop that we did together, and we strategy and read this text because we only had time to do this one thing, then I need to come back and say, Okay, this is what looks like. And looks like in kinder, the origin during that whole group presentation. We need to have differentiated materials for teachers right then and there, which would be great, yeah, if it’s possible, you know, okay, look through the activity in your bag. Everybody take it out. This is the lesson description. This is the materials want you to practice with it. Everybody’s got 20 minutes to do this in your teams, and then we’ll come back and talk about, you know, whether that would work in your would work in your classroom or whatever, and that’s one way to go about it as well, if you are unsure about being able to follow up with your differentiated teams. But I completely agree, we don’t, we don’t see the transfer of learning, and so we have to plan for the transfer of learning, you know, yeah, because, I mean, I know I was, I loved to learn new things. Sometimes I was like, this is not, like, my favorite. PD, and so then I would walk out and, like, dump my brain out. I know, yeah, you know. And I was a learner, and I solved problems in my classrooms, and I would look things up and research, but I still did that. So we have to be like, just know that people are human, and so the most, the more planning we can do to support them in their humanity. You know, the happier we’ll be with the outcome. I think, yeah, yeah. Well, thank you so much for everything. Monica, is there anything you wanted to add before we go

Monica Bennett 25:32
about? PD, um, no, I It’s definitely always, you know, a struggle for for teacher leaders and coaches and you know, because we we always know that that time is so limited. But you know, the thing is, people need to get outside of this idea that PD always has to be everyone in the school sitting down for an hour and doing a PD. There are so many other ways that you can get professional development besides just that. Yeah,

Chrissy Beltran 26:03
it’s a good takeaway. How can people keep learning from you if they’re interested in learning more?

Monica Bennett 26:09
Well, my website is seeds for teachers, so you can find me on all social media handles with the seeds for teachers. Byline, my TPT store has a lot of resources for coaches, like I said that data, I have some resources there for how to collect full school data, and that would be a great place to start if you’re looking for just where do I start with professional development in my school? What do my teachers need? These are some different datas and questions that you can ask after you’ve collected data. So that’s in my TpT store.Yeah,

Chrissy Beltran 26:49
Awesome. Well, thank you so much.

Monica Bennett 26:52
Sure. I really enjoyed it. Thank you.

Chrissy Beltran 26:55
I hope you love that information for Monica, I think it was practical. I think it was it was broad enough that you will be able to apply it to your own coaching work, no matter where you work and no matter who you’re trying to support, if you are trying to create an action plan for yourself to figure out how to address teacher learning at different levels, head to buzzing with Miss b.com/action plan and grab the free action plan handout and video series that will walk you through how to set up a plan and gather your needs and figure out you know what you need to focus on for three different tiers of learning at your school. And you can also grab the action plan toolkit. If you head to teachers, pay teachers and search for buzzing with Misty or Chrissy Beltran, you can look for my actual action plan toolkit inside my store, and it’ll walk you through all of this and give you all the tools you need for PLC, PLC meetings, PD and individual coaching. Next week, we’re going to talk a little bit about distributed coaching. We’re going to look at how we can run meetings with a collaborative structure to make sure that our teachers are actually getting what they need to do their best job for kids. And until then, happy coaching. Now that you’ve got so much to think about. Head over to buzzing with Miss b.com to grab some free downloads, become a VIB and check out the podcast show notes. Happy coaching!

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