The Power of Choice:
How MiPLAN Transformed Teacher Professional Development
by Jessica Navarro and Robyn Christensen
It’s the beginning of the end. TxCEE’s MiPLAN project is in its last semester of a 4-year journey through self-selected professional learning. As we reflect on this project, it is helpful to go all the way back to the beginning.
Background
Research shows that teachers are more engaged and more likely to implement professional learning (PL) when they have a choice in their development (Gates Foundation, 2014; Kennedy, 2016; McCarthy & James, 2017; Mushayikwa & Lubben, 2009). Therefore, TxCEE partnered with American Institutes for Research (AIR) in 2021 to create the Math Instructor Professional Learning Autonomous Network (MiPLAN) project for math teachers in grades 3-8 through a federal Education Innovation and Research grant. Through MiPLAN, teachers have access to vetted, high-quality PL based on their needs with the intent of improving student learning.
What Did Participation Look Like?
When educators participate in professional learning, they are usually on their campus with teachers from all grades and subjects participating. Picture the faculty gathered in the cafeteria or library, working on a mission statement for the school year, exploring referral protocols, or data from the previous year’s standardized tests. While these schoolwide topics have their place, they do not address the potential personal growth each individual looks to experience with their own content and classroom environment. The first few years, MiPLAN was limited to math teachers teaching grades 3-8 in our participating schools. For most teachers, identifying the focus of professional learning was a new experience. They took the time to reflect on their teaching practice and classroom culture to identify areas where they would like to grow.
Across both cohorts (2022-23 and 2023-24), 85% of completed teacher PL plans focused on academic skills. Teachers identified academic needs such as differentiation, small group instruction, closing learning gaps, and innovative technology solutions. For example, when asked what factored into her choice for professional learning, Jamie De Leon from Mozart Elementary had the following response:
“As an educator, some key factors I consider when selecting professional learning opportunities include relevance to my teaching context and goals, alignment with best practices in education, opportunities for collaboration and networking with peers, and the expertise of the presenters or facilitators. I value most opportunities that provide tangible strategies and resources I can implement in my classroom to enhance student learning and engagement.”
Jamie De Leon
Once the teacher considered what type of opportunity they were most interested in, they were able to seek out the specific vendor that would meet their individual needs. Some MiPLAN teachers were looking to make math lessons more engaging, bridge gaps for struggling students, and implement innovative strategies. They chose professional learning targeting math teachers such as the Conference for the Advancement of Mathematics Teaching (CAMT), Mathematics in A PLC at Work Summit, and the Lead4ward Rockin Review. In a review shared with TxCEE, one teacher offered these thoughts after attending the Lead4ward conference:
“This was a wonderful workshop with a focus on STAAR review. The energy was high and engaging. Resources and support was provided to help make the most of the days available for reviewing material for the STAAR test. Information on STAAR 2.0 and how to start preparing was an important part of the workshop.”
anonymous
Approximately 15% of completed teacher PL plans focused on behavior needs, such as improvement in classroom management, student engagement, building relationships, and developing a growth mindset. One group of teachers selected to attend Capturing Kids Hearts. A review of this experience stated, “Capturing Kids’ Hearts’ was an amazing course that taught me how to really connect with my students. The course showed me how taking an interest in my students’ lives really helps with our connection which in turn helps them grow.” Indeed, teachers and administrators indicated the list of vetted, high-quality PL options aligned to a variety of teacher needs.
Educator Perceptions
Teachers and administrators had positive perceptions of MiPLAN and its benefits. Overall, teachers felt their PL was relevant, aligned to their teaching goals, and had a positive impact on their knowledge and understanding of the subject/topic. In particular, AIR found widespread agreement that MiPLAN allowed teachers access to high-quality PL experiences. Teachers also mentioned collaboration with their teams as a facilitator. As one teacher explained:
“We answered each other’s questions. We recommended different PDs to each other, and then at the end, we shared what we learned. It’s very helpful having somebody there with you… We went to the conference, there was a couple teachers that went together, so that was very, very nice. (anonymous)”
anonymous
A math teacher on the Fossil Hill campus, Nivea Barboza, implemented collaborative learning groups and vertical non-permanent surfaces among other components she learned about in her professional learning experience. She shared that Building Thinking Classrooms impacted her classroom and, “changed the whole way in which students work and interact with each other.” The ripple effects of the empowered teacher benefit the culture and excitement in the school—and ultimately—the students.
Beyond teacher perceptions, administrators also noted a difference in teacher attitudes on campus. When the teachers felt they had control over their professional growth, the ownership extended into a greater feeling of buy-in when they were introduced to new strategies and approaches. Travis Shera, an assistant principal at Fossil Hill Middle School reflected on this sentiment by saying that, “There was more excitement before and after in regards to the learning they were interested in.” This excitement ultimately benefits students as teachers come into the classroom with new innovative strategies to get students engaged.
Impact
After implementing their new learning, approximately 94% of teachers agreed/strongly agreed the PD positively impacted their practice,1 and 90% said they were likely/very likely to recommend the PD to others. Despite access to high-quality PL aligned to teacher needs, teachers identified a lack of release time as a barrier to completing both MiPLAN and school- and district-required PL. MiPLAN did not replace mandated professional learning for teachers; thus, teachers did not always have time to participate in their selected PL. Nevertheless, interim findings suggest that teachers participating in MiPLAN had more positive attitudes and beliefs about their self-concept as a self-directed learner, readiness and motivation to learn, and perception of PL choice and relevance than teachers who did not participate.
As an added personal anecdote, and as a former classroom teacher, I believe MiPLAN does something else for teachers. The autonomy and choice that comes from being a MiPLAN participant allows for a level of professionalism that is oftentimes unavailable to educators. Teachers can spend their work days consumed with a feeling of powerlessness, overwhelmed with tasks related to the priorities of others. There is a shine and sparkle in the eyes of our MiPLAN teachers when they reflect on an experience they chose, that they traveled to, that they shared with educators from all over the country. They stand a little taller, feel a little more appreciated, and essentially identify more as a professional. This feeling goes a long way in an occupation that oftentimes comes with a “not enough” message to its workers.
Looking Forward
As MiPLAN draws to an end and we reflect on the impact this program made on participating teachers and their students, the end starts to feel more like a beginning. MiPLAN has produced results we should consider when planning for future professional learning protocols for campuses to ensure an engaging and sustainable approach:
- District and campus commitment is key to identifying PL needs and priorities while also ensuring teachers have sufficient time to engage with self-directed PL that meets their unique needs. For example, some districts provide opportunities for teachers to swap PL they take in summer with campus PL days during the subsequent school year.
- Coordinating with district and campus administrators before the project begins allows for time to think through travel and purchasing policies and put procedures in place for teachers to access PL funds up front.
- MiPLAN’s comprehensive list of vetted, high-quality opportunities allowed teachers to attend PL that they may not have otherwise known about. However, researching the breadth of available learning opportunities takes time and sometimes websites might not contain all the necessary information to make an informed decision. As a starting place, TxCEE’s list of PL is available on our website along with the quality rubric and teacher reviews showing to what extent teachers felt the PL aligned with the stated objectives.
Before the door shuts on the MiPLAN era, we at TxCEE are excited to host a cumulative conference this summer, July 14 and 15. Set in the beautiful hill country of central Texas at the Lost Pines Resort, we will bring together educators and administrators to connect and debrief on the varied experiences we have had through self-selected professional development through the years. Please see our MiPLAN page for more information about this event and join us!
We’d love to hear from you! What ideas do you have about what teacher autonomy in professional learning could look like moving forward? What processes might your district put in place to ensure teachers have choice and access to external high quality PL that allows them to target individual learning needs?
Citations
1 AIR’s MiPLAN findings on student achievement will be available in fall/winter 2025.
Gates Foundation. (2014). Teachers know best: Teachers’ views on professional development. ERIC Clearinghouse.
Kennedy, M. M. (2016). How does professional development improve teaching?. Review of Educational Research, 86, 945-980.
McCarthy, K. E., & James, W. B. (2017). Are Teachers Self-Directed? An Examination of Teachers’ Professional Learning. International Journal of Self-Directed Learning, 58-72.
Mushayikwa, E., & Lubben, F. (2009). Self-directed professional development–Hope for teachers working in deprived environments?. Teaching and Teacher Education, 25, 375-382.