Principal - November/December 2019 - 53

Professional development now
takes on the characteristics of
professional learning, in which
teachers are involved in the process
from the beginning. From having
a voice regarding what professional
development is offered to serving
as facilitators for the delivery of
professional learning, teachers are
important pieces of the puzzle.
Each chapter focuses on a piece of
the puzzle that, when completed,
becomes a personalized professional
learning model that individualizes
what professional learning means
for teachers.

Implementation is
the main goal.
Transitioning from traditional
"sit-and-get" professional development to a personalized learning
model is something that leaders may
find overwhelming. But the author
takes the reader through each step
needed to assist in accomplishing
this mission, breaking the process
down into four important parts of the
transition: Voice, Co-creation, Social
Construction, and Self-Discovery.
The book focuses on each part
in order, allowing leaders to concentrate on one at a time. Part
1, Voice, tells the importance of
teacher voice and engagement in
the "what" and "how" of learning.
Part 2, Co-creation, supports leaders
in building a professional learning
model in which teachers and teacher
leaders collaborate. Part 3, Social
Construction, addresses the logistics
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of design and facilitation of professional learning experiences. Finally,
Part 4, Self-Discovery, tackles the
issue of expanding a vision to support future growth.
Shared leadership and teacher voice
take a front seat in the transition to
ensure PD's success. "If teachers are to
own their professional growth, their
agency and voice need to be affirmed
in the process," the author writes. Not
only are teachers called upon to lend
their voice to areas such as suggesting
topics for professional learning, but
teacher leaders are also a critical part
of the process, evaluating professional
learning plans, serving as sounding
boards, identifying potential pitfalls,
and being the facilitators of the professional learning sessions.
The recommendations provided
in the book allow leaders to rethink
and evaluate the current state of their
professional learning options. The
most beneficial recommendation is to
start small and take intentional steps:
"Teachers' perception of the model
will directly correlate to its quality-
not [its] size," the book says.
Be Intentional

In reading Personalized Professional
Learning, I found myself reflecting
on the changes I could make to start
building a personalized professional
learning model, but I reminded
myself of the importance of starting
small. Such a change may represent not only a shift in professional
development, but it also might represent a shift in culture. These shifts
take time, and the author reminds
us overly excited leaders-myself
included-to slow down and be intentional about implementation.

The information provided will
shape my own leadership journey,
however, because it provides support in addressing the need for a
change in how we approach professional development. My first small
step will focus on confirming that I
lead a culture of learning to guarantee that the groundwork is there.
This book is full of advice, tools,
and support for implementing a
personalized learning model. With
Personalized Professional Learning as
a resource, leaders won't be left to
their own devices.
The author makes sure that implementation is the main goal, while
reflection questions allow leaders to
self-assess what they need to do next
in order to make the transition. The
"Tools for Taking Action" section
of the book provides outlines, surveys, and examples that can furnish
administrators with both a starting
point and assistance along the way.
The first of the 14 tools provided
is a goal-identification and progress
self-assessment for the leader. A professional needs assessment can then
help administrators figure out how to
know what teachers need. From there,
leaders can begin collaborating
with others on the best methods for
implementing a more personalized
professional learning approach.
Armed with these tools, the only
thing a leader needs to do is focus on
implementation. Following Rodman's
road map, leaders can explore an
alternative to traditional professional
development.
Jennifer Truitt-Lewis is principal of
General Myer Elementary in Fort
Huachuca, Arizona.
Principal n November/December 2019

53


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Principal - November/December 2019

Table of Contents for the Digital Edition of Principal - November/December 2019

from the editor
Snapshots
5 Things
Intertwined for Achievement
Planting the SEAD
Making PLCs a Plus
Measuring Up
Look Out for the Leader
Engagement Across the Generations
The Sum of Its Parts
Putting the “Fun” in Fundraising
NAESP 2019 National Distinguished Principals
In the Spotlight
Practitioner’s Corner
Raising the Bar
Principal’s Bookshelf
School Law
NAESP Partners & Advertiser Index
Speaking Out
Parents & Schools
Parents & Schools
Principal - November/December 2019 - Cover1
Principal - November/December 2019 - Cover2
Principal - November/December 2019 - 1
Principal - November/December 2019 - 2
Principal - November/December 2019 - 3
Principal - November/December 2019 - from the editor
Principal - November/December 2019 - 5
Principal - November/December 2019 - Snapshots
Principal - November/December 2019 - 7
Principal - November/December 2019 - 5 Things
Principal - November/December 2019 - 9
Principal - November/December 2019 - Intertwined for Achievement
Principal - November/December 2019 - 11
Principal - November/December 2019 - 12
Principal - November/December 2019 - 13
Principal - November/December 2019 - 14
Principal - November/December 2019 - Planting the SEAD
Principal - November/December 2019 - Making PLCs a Plus
Principal - November/December 2019 - 17
Principal - November/December 2019 - 18
Principal - November/December 2019 - 19
Principal - November/December 2019 - Measuring Up
Principal - November/December 2019 - 21
Principal - November/December 2019 - 22
Principal - November/December 2019 - 23
Principal - November/December 2019 - Look Out for the Leader
Principal - November/December 2019 - 25
Principal - November/December 2019 - Engagement Across the Generations
Principal - November/December 2019 - 27
Principal - November/December 2019 - The Sum of Its Parts
Principal - November/December 2019 - 29
Principal - November/December 2019 - 30
Principal - November/December 2019 - 31
Principal - November/December 2019 - Putting the “Fun” in Fundraising
Principal - November/December 2019 - 33
Principal - November/December 2019 - 34
Principal - November/December 2019 - 35
Principal - November/December 2019 - NAESP 2019 National Distinguished Principals
Principal - November/December 2019 - 37
Principal - November/December 2019 - 38
Principal - November/December 2019 - 39
Principal - November/December 2019 - 40
Principal - November/December 2019 - 41
Principal - November/December 2019 - 42
Principal - November/December 2019 - 43
Principal - November/December 2019 - In the Spotlight
Principal - November/December 2019 - 45
Principal - November/December 2019 - Practitioner’s Corner
Principal - November/December 2019 - 47
Principal - November/December 2019 - 48
Principal - November/December 2019 - 49
Principal - November/December 2019 - Raising the Bar
Principal - November/December 2019 - 51
Principal - November/December 2019 - Principal’s Bookshelf
Principal - November/December 2019 - 53
Principal - November/December 2019 - School Law
Principal - November/December 2019 - NAESP Partners & Advertiser Index
Principal - November/December 2019 - 56
Principal - November/December 2019 - 57
Principal - November/December 2019 - Speaking Out
Principal - November/December 2019 - 59
Principal - November/December 2019 - Parents & Schools
Principal - November/December 2019 - 61
Principal - November/December 2019 - 62
Principal - November/December 2019 - 63
Principal - November/December 2019 - Parents & Schools
Principal - November/December 2019 - Cover3
Principal - November/December 2019 - Cover4
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