top of page

PL Strategy

July 24, 2025   |   EDLD 5389   |   Summer 2025

"Education is the most powerful weapon which you can use to change the world."

Overview

 Welcome to the complete overview of my Professional Learning (PL) Strategy!
This compilation brings together all components into a single, organized, and navigable resource designed to support our PL participants and demonstrate how each piece fits into an intentional, sustainable approach.

1) Incorporating the 5 Key Principles of Effective Professional Development

As defined by Darling-Hammond et al. (2017) and Guskey (2002)

​

1.1 Duration Must Be Significant & Ongoing

  • The semester-long PL design reflects best practices, as long-term engagement is needed to translate knowledge into practice (Darling-Hammond et al., 2017).

  • Monthly coaching sessions and feedback cycles allow for iterative refinement of skills and increased retention.

​

1.2 Implementation Support

  • Change requires sustained support systems during the application phase (Guskey, 2002).

  • Innovation Champions provide job-embedded coaching and just-in-time guidance, echoing Fullan’s (2016) emphasis on embedded collaboration.

​

1.3 Active, Hands-On Learning

  • Aligned with constructivist principles, staff engage in authentic, scenario-based learning (Kolb, 1984; Mishra & Koehler, 2006).

  • Interactive simulations and learning journals promote internalization of new practices rather than passive exposure.

​

1.4 Modeling Effective Practice

  • Modeled instruction aligns with Bandura’s (1977) Social Learning Theory and is vital in helping staff visualize and imitate effective strategies.

  • "Watch-Me-Work" sessions and video exemplars ensure clarity and confidence during adoption.

​

1.5 Content Specific to Role/Discipline

  • Research supports the importance of contextualized learning (Desimone, 2009).

  • Advisors and Admissions Specialists receive custom modules tailored to their day-to-day responsibilities.

2) Fostering Collaboration

  • Aligned with Vygotsky’s (1978) theory of social learning and zone of proximal development, collaboration allows for peer scaffolding.

  • Small learning cohorts and peer feedback cycles support distributed leadership and shared practice (Wenger, 1998).

  • Open discussion forums and shared resource banks facilitate sustained dialogue and learning.

Go & Show / Alternative PL Presentation

PD Outline & Blueprint

Goal: Equip educators with strategies to implement student-centered digital tools effectively.

image.png

Access Full Outline here: 

Leadership & Roles

Role                                                 Responsibility

Innovation Lead

Facilitate, monitor, and support all PL efforts. Maintain alignment with innovation goals.

Instructional Designer

Design learner-centered content (based on UbD and SAMR models).

Innovation Champions

Mentor peers and model successful platform integration.

IT Support

​Provide technical assistance and support integration of the AI system.

Department Heads

Reinforce PL outcomes and encourage usage during departmental meetings.

Audience and Their Needs

Primary Audience:

  • Academic Advisors

  • Admissions Specialists

  • Department Coordinators

​

Identified Needs:

  • Clear and consistent student data access

  • Automation of repetitive tasks

  • Personalized student tracking tools

  • Cross-departmental efficiency

​

Supporting Research:

  • Technology use in advising increases efficiency and improves student outcomes (Steele, 2016).

  • AI integration can personalize support and remove routine barriers (HolonIQ, 2020).

  • PL must address these direct needs through role-relevant activities (Desimone, 2009).

Instructional Design Approach

Framework: BHAG + 3 Column Table(Wiggins & McTighe, 2005; Harapnuik et al., 2018)

 

BHAG (Big Hairy Audacious Goal):

“Empower all advising and admissions staff to confidently leverage AI tools that personalize student support, increase workflow efficiency, and proactively identify student needs.”

​

3 Column Table Breakdown:

image.png

Schedule & Timeline

image.png

Resources Needed

Technology:

  • AI platform sandbox environment

  • Zoom/Teams for virtual coaching

  • LMS for training content

  • Google Drive for collaborative resources

​

Learning Materials:

  • Custom videos

  • Interactive training modules

  • Print-ready quick reference guides

  • Scenario simulation packets

​

Human Resources:

  • PL facilitator

  • Instructional designer

  • Tech support

  • Innovation Champions

 

Incentives:

  • Micro-credentials

  • Innovation showcase badges

  • Feature stories in internal newsletters

Resources for Our Professional Learning Strategy

Articles & Research on Effective Professional Learning:

​

Digital Tools & Tutorials:

​

Fostering Collaboration & Effective Modeling:

 

Active & Reflective Learning:

​

Planning Templates & Tools:

​

References

Bandura, A. (1977). Social Learning Theory. Prentice-Hall.

​

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.

​

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.

​

Fullan, M. (2016). The New Meaning of Educational Change (5th ed.). Teachers College Press.

​

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391.

​

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Developing Significant Learning Environments. https://www.learningspaces.org

​

HolonIQ. (2020). The Future of Artificial Intelligence in Education. https://www.holoniq.com

​

Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.

​

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework. Teachers College Record, 108(6), 1017–1054.

​

Steele, G. E. (2016). Technology and Advising: A New Era of Advising with Technology. NACADA Clearinghouse.

​

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

​

Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

​

Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). ASCD.

bottom of page