When I was relatively new to my career as a literacy staff developer, I counted the Dunkin Donuts that I passed as I drove over the George Washington Bridge and the Whitestone Bridge, traveling from New Jersey to Queens, where I would order a scooped-out toasted plain bagel with cream cheese and a coffee light and sweet from Utopia Bagels all before starting a day of work with teachers. I didn’t mind the commute, especially because street parking was plentiful—a New York miracle. 

After one such early morning commute, I found myself surrounded by teachers in a tiny office during their professional development time. I thought I was helping them plan for their instruction by telling them, “Give kids new biographies to read,” and, “Teach kids to write their responses to their books on Post-it notes,”  while I thought about a root canal appointment scheduled later that day. “Here are all the important things you want to do this week to ensure your literacy instruction is strong,” I said authoritatively. 

When I couldn’t think of anything else to write, I apprehensively turned to face the teachers. “Are there any questions?” I asked, expecting to see the teachers with their heads down, busy writing notes in their marble composition notebooks. One particular teacher looked at the group and said, “Brooke, you aren’t teaching us anything we don’t already know. You make us feel like we aren’t professionals.” There it was. The most dreaded thing a staff developer could hear. Ouch. There weren’t enough biographies for the kids to read, the teachers didn’t have any more Post-it notes to share with kids, and I wasn’t connecting with the teachers. 

The school bell rang to signal the start of another class period, and the teachers gathered their collections of papers and headed out the small wooden door of the office. They shuffled out the door without looking back. Once the last teacher departed, I pulled a big wooden chair closer and slumped down in it. I wished for my 4:00 root canal to come sooner so I could leave, close my eyes, take a nap, and wish this day never occurred. 

In the late afternoon, I crawled into the dentist’s chair as the assistant carefully placed a heavy cape around my neck and snapped it shut. Bright lights pierced my eyes as she turned them on directly overhead. “Sorry for the harsh lights. No one likes them, and certainly, no one likes this procedure,” the assistant said as she stroked my arm as if to ensure I stayed calm. Signaling to the assistant to come closer so she could hear me, I whispered as tears streamed down my face, “Don’t worry. “I’ve been looking forward to a root canal all day.”

This day was an epic failure. I failed those teachers and the students they serve. I planned for what I thought they needed to hear without taking time to learn about their students and teaching knowledge. I was complacent and focused on the delivery of content.

You might be an educator transitioning to a role as an instructional coach in the coming year, or you are currently someone who leads professional development in your school or district and preparing for back-to-school conferences. Regardless, I hope you find comfort in my tips, so you don’t encounter the same issues I did:

Adults Know Sh*t: As you prepare to lead professional development, find out the experience of the educators you will work with, so you can acknowledge their foundational beliefs and build a relationship to work together.

Also, invest in yourself and your learning. Investing in your understanding of your current field is crucial. Follow influential literacy leaders on social media, read about literacy development and best practices, and learn about how adults learn new information, so you prepare to interact with those individuals. According to Western Governors University, further information presented to adults might contradict what they’ve already been taught or is embedded in their practice. Dumping new statements on the adults you work with won’t help and will undoubtedly lead to confusion and an overwhelming feeling of inadequacy. No one wants to feel this way, especially at work. Educators are vital practitioners. It is best to acknowledge that in your collaboration. 

Focus on Children: Don’t forget why you are leading professional development. It’s not because you look good with a microphone in your hand or want to show off the fancy charts you can make with Crayola markers and chart paper. It’s because of children. Focus on them. Design your professional development presentations with the goal of student growth and achievement by thinking:

• What are strengths and areas of need based on data?
• What is the mission of the district/school, and how can I design professional learning to support this endeavor?
• What feedback are children giving me about their learning?

Stop Talking: Be quiet. Don’t talk the entire time. No one can hear you after a while. Most studies show adults have an attention span of about 20 minutes. Share some content and pause to allow participants to process information by inviting them to engage in a few different ways:

• Reread notes and write connections, questions, and reflections.
• Talk with someone and discuss what you are discovering about the information presented.
• Think about a step you might take based on your new learning.

How will you prepare for the professional learning you will lead in the coming weeks? Comment below.