Connecting and communicating your ideas

This professional learning strategy was developed as part of EDLD 5389: Developing Effective Professional Learning. The purpose of this assignment is to design a comprehensive and practical plan for delivering high-impact professional learning that aligns with the five key principles of effective PL. Rooted in real classroom needs and focused on early childhood educators (PK–2nd grade), this strategy emphasizes modeling, collaboration, self-directed learning, and ongoing support.

Using the "Go and Show" model, this plan moves away from traditional “sit and get” PD by offering active, job-embedded learning experiences that empower teachers to apply new practices directly in their classrooms. This assignment reflects my ongoing efforts as an instructional coach to build professional learning that is meaningful, personalized, and sustainable. Through clearly defined goals, a structured timeline, and purposeful resources, this strategy aims to support lasting instructional change and student success.

Five Key Principles of Effective Professional Learning

Sustained Duration: PL should be ongoing and long enough to allow teachers to learn, apply, and reflect on new practices over time—not just in one-off sessions.
Ongoing Support: Teachers need continuous support during implementation, including coaching, feedback, and time to address real classroom challenges.
Active Engagement: Learning should be interactive and hands-on. Teachers should actively participate through collaboration, discussion, and real-world application—not passive listening.
Modeling: Teachers benefit from seeing new strategies in action. Effective PL includes demonstrations and modeled lessons to bring practices to life.
Discipline- or Grade-Level Specific: PL should be tailored to teachers’ specific content areas or grade levels to ensure relevance and practical classroom use.

Alternate PL Model: Go and Show

In my Alternate PL: Call to Action presentation, I introduced a Go and Show professional learning model to replace the traditional, passive “sit and get” approach. This model prioritizes action over observation and is built on the belief that teachers learn best by doing, reflecting, and applying new practices in real time.

This approach is especially effective for introducing tools like Seesaw and implementing early literacy strategies across PK–2 classrooms. It blends modeling, hands-on practice, and collaboration to ensure learning sticks. Through this model, teachers will:

See strategies and tools modeled in real classroom contexts
Try tasks themselves using Seesaw activities in simulations or practice environments
Reflect and collaborate with grade-level peers to discuss implementation ideas and challenges
Apply what they learn directly in their own classrooms with follow-up coaching and feedback

By embedding learning into the daily work of teaching, the Go and Show model ensures that professional development is not only more engaging—but more impactful.

Professional Learning Outline

Introduce Seesaw as a student-driven digital portfolio and communication tool.
Model hands-on strategies that align with early childhood learning.
Support teachers in designing Seesaw activities that promote student choice.
Create an ongoing coaching and collaboration structure for sustained implementation.

Audience and their needs

The primary audience for this professional learning strategy includes PK–2nd grade teachers across multiple campuses. These educators serve our youngest learners and are critical in laying the foundation for academic and social-emotional growth.

Identified Needs:
Based on observations, feedback, and conversations with teachers, the following key needs have been identified:

Meaningful Technology Integration
Many early childhood teachers express uncertainty or hesitation about using technology in the classroom. They need support in understanding how tools like Seesaw can enhance—not replace—hands-on learning. This PL will help them use Seesaw purposefully to showcase student learning and improve home-school communication.
Student Ownership & Engagement
Teachers are seeking developmentally appropriate strategies that empower students to take ownership of their learning. They want ideas for increasing student voice, choice, and reflection—especially in literacy and foundational skills. This PL provides tools and structures to support student agency through guided practice.
Clear, Step-by-Step Support
Teachers need modeling and guided implementation, not just theory. This PL offers hands-on demonstrations, real-time simulations, and peer collaboration designed specifically for early childhood educators. Each session breaks down new strategies into practical steps, with follow-up coaching to ensure ongoing success.

This professional learning strategy is designed to meet teachers where they are—acknowledging their challenges while equipping them with tools, confidence, and support to transform their classrooms through meaningful, student-centered technology use.

Collaboration and effective modeling

Collaboration and modeling are central to the success of this professional learning strategy. Teachers thrive when they see practices in action and have the opportunity to reflect and grow with their peers. This plan incorporates the following strategies to ensure collaboration is ongoing, supportive, and rooted in real classroom experiences:

Instructional Coach Modeling & Co-Teaching: As the instructional coach, I will lead in-class modeling of Seesaw activities and early literacy strategies tailored to PK–2 classrooms. Scheduled co-teaching sessions will allow teachers to observe and then try out new strategies with guidance.
Peer-Led Collaboration: Selected teachers will serve as “Seesaw Stars” to showcase successful implementation during cluster meetings. These peer-led moments will encourage authentic dialogue and build confidence among colleagues.
Cluster Sessions & Bring-Backs: Regularly scheduled cluster meetings will provide time for grade-level collaboration, reflection, and sharing of student work. Teachers will bring back artifacts (e.g., student Seesaw posts, lesson samples) to spark discussion and feedback.

These collaborative structures not only promote a shared learning culture but also ensure that modeling is embedded throughout the professional learning process—not just demonstrated once, but revisited, supported, and refined over time.

Self-Directed learning

This professional learning plan encourages teachers to take ownership of their growth by incorporating self-directed learning opportunities that are flexible, personalized, and relevant to their everyday classroom practice. The following tools and strategies support this approach:

Seesaw-Based Reflection & Action Planning: Teachers will use Seesaw or Google Docs to complete short, embedded reflection activities after each session. These reflections will guide them in setting personalized goals and tracking their implementation progress over time.
Self-Paced Learning Modules: Teachers will have access to asynchronous learning options, including short videos, visual guides, and modeling examples. These modules allow teachers to revisit content as needed and learn at their own pace, making the experience more manageable and individualized.
Personalized Coaching Checklists: Based on each teacher’s comfort level and classroom needs, I will provide customized coaching checklists. These will help guide implementation, identify areas for support, and encourage reflection during coaching conversations.

By offering multiple pathways for growth, this strategy ensures that teachers are not only participants in professional learning—but active drivers of it.

Leadership and Facilitation Roles
Clear and shared leadership is essential to the success of this professional learning strategy. Roles have been intentionally distributed to ensure collaboration, support, and sustainability across campuses. Each leader contributes unique expertise that supports PK–2 teachers in meaningful implementation of Seesaw and early literacy strategies.

PL Design & Facilitation

Veronica Mata, Instructional Coach:
-Designs the overall professional learning experience, leads sessions, and ensures alignment with the five key PL principles.

Instructional Technology Coach
Tech Integration Specialist:
-Demonstrates real-time use of Seesaw in early childhood classrooms; provides technical support and creative instructional ideas.

Peer Demo Teachers
Volunteer Lead Teachers:
-Shares implementation successes, models lessons during cluster meetings, and supports colleagues during peer reflections.

BHAG: Big Hairy Audacious Goal

By the end of the school year, 100% of PK–2nd grade teachers will consistently implement Seesaw in at least two lessons per week to promote student choice, capture authentic student voice, and provide meaningful feedback—resulting in measurable growth in student engagement, ownership of learning, and home-school connection.

This goal aligns with the district’s vision for intentional technology integration and supports the shift from passive professional development to an active, practice-based “Go and Show” model. It empowers teachers to embed Seesaw as a tool for reflection, communication, and personalized learning in early childhood classrooms

PL Sessions Slide Deck(s)

Presentation Platforms: Canva and Google Slides

The professional learning sessions are delivered through visually engaging, easy-to-navigate slide decks designed specifically for PK–2 teachers. The decks are grounded in the “Go and Show” model and provide clear, practical tools that support immediate classroom application.

Each slide deck includes:

Interactive Activities – Hands-on practice, Seesaw task simulations, and real-time goal setting
Seesaw Screenshots & Visual Guides – Step-by-step visuals tailored to early childhood usage
Audio Instructions & Embedded Video Demos – Modeled examples and walkthroughs to guide teachers at their own pace
Collaborative Reflection Slides – Prompts and space for group discussion, peer feedback, and shared ideas during cluster sessions

The decks serve as both training tools and ongoing reference guides, supporting teachers beyond the session and into daily instruction.

Resources/Handouts

To support the successful implementation of this professional learning strategy, a combination of research-based materials, practical tools, and technology access will be provided to ensure teachers feel confident and supported throughout the process.

Professional Readings & References:

Gulamhussein, A. (2013) – Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability
- Foundation for the five key principles guiding the PL design
Knight, J. (2011) – The Impact Cycle
- Supports coaching structures and reflective conversations during implementation

Print & Digital Handouts:

Seesaw Activity Planning Template – Guides teachers in designing developmentally appropriate student tasks
Coaching Cycle Checklist – Provides step-by-step guidance during coaching visits and reflection
Teacher Reflection Journal Prompts – Embedded into Seesaw or Google Docs to support self-directed learning and goal tracking

Technology Tools

Teacher iPads or Laptops – Devices for creating, modeling, and reflecting on Seesaw activities
Seesaw for Schools (Campus Accounts) – Ensures full access to platform features for student portfolios and communication
Google Drive/Shared Folders – Central hub for collaboration, file sharing, session materials, and asynchronous learning

These resources are intentionally selected to align with early childhood classrooms and promote a sustainable, teacher-driven learning experience.