Imagine staff development being research based, individualized and collective, effective, and enjoyable. Is this possible? This is the picture painted in a perfect staff development scenario and one that you can find at Lab School sites in Talladega County, Alabama. Stemley Road and Sycamore Elementary are host schools for four lab school sessions in Talladega County during this school year.

The lab school model is similar to the constructivist theory wherein the participants determine their individual and collective goals, observe best practices, and engage in dialogue about teaching and learning with colleagues. Using Diane Sweeney's book Learning along the Way and the Continuous Professional Development (CPD) Model, colleagues embark upon the educator's journey of a lifetime. The voyage begins weeks before the first session as teachers are inspired through reading a collection of articles which set the course for learning.

Principals, coaches, and staff members from all participating schools meet together prior to "lab school" to plan and discuss the high expectations for the experience. With Becky McKay as the travel guide, high standards are set for the first lab school session by explaining the literacy theory related to the day's observations, the norms of classroom observation, and the crafting process.

Before travelers are navigated into the lab classrooms, they chart expectations of what they anticipate gleaning from the experience. These expectations serve as a compass that guides the focus for future lab schools as Stemley and Sycamore reflect on the needs and concerns of teachers from their sister schools, Munford Elementary and B.B Comer Elementary. Cornerstone coaches serve a vital role in conveying to all participants what best practices they will observe in the lab classrooms. Coaches and lab school teachers spend hours documenting the process and preparing resources for the journey.

Travel begins with thirty people spending two hours observing in the lab classroom. The travel log consists of observation notes, questions for clarification, and documenting practices to implement in their classrooms. This process is repeated the following day as each lab school session is two days long.

Following the observation, lab school participants debrief by discussing and charting questions for the lab teacher. The lab teacher joins the group to address the participants' questions, reflect on the lessons' strengths and weaknesses, and receive affirmation for a job well done. Gratitude is expressed to the classroom lab teacher and her students for allowing their classroom to be under the scrutiny of thirty pairs of eyes!

The afternoon session allows for collaboration among all participants as they map their next steps and choose an area for focus. All participants engage in an adult learning experience that relates to the day's literacy focus such as reading adult text and internalizing a strategy. The lab school team responds to literature either through discussion or written form. Each school decides what their next steps will be according to the needs of their students and faculty.

The two day journey concludes with all participants evaluating and reflecting on the literacy adventure and sharing individual and collective goals with the larger group. The travel log is concluded by charting personal connections and goals. Participants share their individual and collective goals with the larger group. The session concludes with a final meeting between Sycamore and Stemley as the two schools debrief and reflect on the two day experience and begin preparing for the next adventure.

Most ask eagerly, " When is the "next adventure?"

 

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