Professional Development Plan Guide: DROLLLIC

Lead Name Ms. Monica Tran Coach’s Name

Targeted Timeline/Date 01 March 2022 Targeted Audience Staff Instructors
Topic How to Debrief (Reflect) after a Lesson Plan
SMART Goal(s) / Outcomes At the end of this professional development, teachers will be able to:
1. State the purpose of debriefing
2. Define key terms of the debrief
3. Identify and describe the four steps of a debrief
4. Identify Lessons Learned (LL) formula
5. Describe the components of a debriefing presentation
6. Identify critical components of a debrief; Debriefing Focus Point
(DFP), Contributing Factor (CF) and determine Root Cause (RC),
develop an Instructional Fix (IF) and Lessons Learned (LL) or
Learning Point (LP) given a scenario

Purpose of Coach Coaching is considered by many educators as an “essential component of an

effective professional development program” (Aguilar, 2013, p. 8). If
implemented correctly, coaching can “build will, skill, knowledge, and
capacity” (Aguilar, 2013, p. 8). Coaches will be paired strategically with
educators with similar teaching styles or ideals. A coach “can foster
conditions in which deep reflection and learning can take place” frequently
and consistently (Aguilar, 2013, p. 8). Finally, coaching is essential in PDPs
because it is the first step in implementing a “collaborative culture where
school staffs feel ownership and responsibility for leading improvement
efforts in teaching and learning” (Aguilar, 2013, p. 9).
PDP Reviewed on Next Meeting
Remarks General:

Specific:

Next Steps:
 Overview of Professional Learning
In this week’s professional development, we will be focusing on the topic of debriefing (or, often
called reflection) in a teaching and learning environment. Pearse (2019) describes debriefing as,
“[an] act…to carefully examine and analyze [a situation] upon completion”. Many professions
such as business, politics, law enforcement, military, and healthcare have adopted debriefing as a
daily exercise to reflect on their learning experiences, track progression, and pass on information
within the same field (Pearse, 2019).
Teachers have not tapped into the power of debriefing yet. While we may teach our students to
reflect on their studies, we have not done the same. Instructors can debrief after implementing a
lesson plan in order to emphasize key learning points or update curriculum to maximize
educational benefit.
There are many methods of debriefing. Today, I am only introducing a few techniques, but there
are many out there to explore. Choose what works best for you and apply it to your teaching
ASAP!
Agenda for 01 March 2021 Professional Development
Time (local) Activity Resource Instructor
0800 Introduction/ Overview of PD/ Goals for PD -- Ms. Monica Tran
0830 Debriefing Powerpoint Ms. Monica Tran
0900 Other resources on Debriefing Access to Internet --
0930 Break -- --
0935 Think-Pair-Share Debriefing Activity -- Ms. Monica Tran
1030 Feedback Google Forms Ms. Monica Tran

Resources Used During PD

Title Link Type
Military Leaders Know https://www.inc.com/gene-hammett/military-leaders- Applying debrief to
the Power of Reflection. know-power-of-reflection-heres-how-you-too-can-use- other professions
Here's How You, Too, debrief-in-business.html
Can Use the Debrief in
Business
The Reflective Teacher: https://www.edutopia.org/blog/reflective-teacher-taking- Tips to aid in teachers’
Taking a Long Look long-look-nicholas-provenzano reflection
How to Debrief [Video] https://youtu.be/e47EihKubZI Leadership Training
Adding Self-Debrief to https://case.edu/nursing/sites/case.edu.nursing/files/2018- Debrief Template
an In-Person Simulation: 05/Debriefing-Meaningful-Learning.pdf examples from Nursing
A Mixed-Methods Study
Standards for Does PDP
Professional Learning increases Comments/
Professional include How? Describe Plan
educator effectiveness by: Fix Actions
Development this?
Data  Yes - Provided resources for
- “Uses a variety of sources”  No videos, peer-review
(Learning Forward, 2014, p. xiii). journals, blogs, etc.
- “Analyze student, educator and - Provide study on how
system data” (Learning Forward, debriefing increases
2014, p. xiii). teacher effectiveness
- Track & assess progress
(Learning Forward, 2014, p. xiii).
- “Evaluate professional learning”
(Learning Forward, 2014, p. xiii).
Resources  Yes
- “Prioritize human, fiscal, material,  No
technology and time resources” - PD scheduled for only
(Learning Forward, 2014, p. xiii). for 2.5 hours
- Itemize and monitor resources - Uses standard
(Learning Forward, 2014, p. xiii). technology already
- Coordinate and distribute provided by school
resources (Learning Forward,
2014, p. xiii).
Outcomes
- “Meets performance standards” - Outcomes clearly
(Learning Forward, 2014, p. xiii). stated at the
- “Address learning outcomes”  Yes beginning of PD
(Learning Forward, 2014, p. xiii).  No - PD used to improve
- “Build coherence” (Learning teaching and learning
Forward, 2014, p. xiii). techniques

Learning
Communities - “Engage in continuous - PD provides
improvement” (Learning collaboration
Forward, 2014, p. xiii). opportunities with
- “Develop collective other educators
responsibility” (Learning - 1 hour hands-on
 Yes
Forward, 2014, p. xiii). partner activity to
 No
- “Create alignment and create meaningful
accountability” (Learning learning experiences
Forward, 2014, p. xiii). (NLN Board of
- Engage in collaborative projects Governors, 2015, p.
or solutions 6).

Leadership  Yes - One primary teacher

- Develop skills/capacity for  No takes lead on PD every
learning and leading (Learning quarter
 Forward, 2014, p. xiii).
- “Advocate for professional
learning” (Learning Forward, - PD applicable to both
2014, p. xiii). teachers and
- “Create support systems and administrators
structures” (Learning Forward,
2014, p. xiii).
- Receptive to feedback
Learning  Yes - Debriefing is applied
Designs - “Apply learning theories, research  No in other professions
and models” (Learning Forward, like nursing or
2014, p. xiii). military operations
- “Promote active engagement” - Utilizes learning
(Learning Forward, 2014, p. xiii). theories from other
- Integrates Student-Led Learning fields and try
strategies application to
education
- Debriefing gives
students and teachers
“free rein…to
organize, compare,
classify evaluate,
summarize and
analyze an
experience” (Raths,
1987, p. 27)
Implementatio - PD provides chance
n - Apply change theory/research
for teacher feedback
(Learning Forward, 2014, p. xiii).
at the end
- “Sustain implementation”  Yes
- Multiple techniques
(Learning Forward, 2014, p. xiii).  No
of debriefing can be
- “Provide constructive feedback”
implemented to find
(Learning Forward, 2014, p. xiii).
the right fit
Culturally  Yes - PD driven by a need
Relevant - Celebrate authentic achievements  No from teachers to
(Muhammad, n.d., p. 44) evaluate self-
- Create opportunities to connect awareness and self-
with school, students, and effectiveness
colleagues (Muhammad, n.d., p. - Debriefing makes
45) teachers more
- Students’ interests and needs relatable to students
drive change (Muhammad, n.d., p. by enabling “critical
31) conversation…both
- Control the language of the subjective and
 objective” (NLN
Board of Governors,
informal organization 2015, p. 3).
(Muhammad, n.d., p. 42) - Debriefing can
happen as a group or
as an individual
 References

Aguilar, E. (2013). The art of coaching: effective strategies for school transformation. San

Francisco, CA: Jossey-Bass.

Learning Forward. (2014). Standards for professional learning.

http://learningforward.org/standards-for-professional-learning#.Uv0z-oVFAbc

Muhammad, A. (n.d.) Transforming school culture: how to overcome staff division.

http://newfrontier21.com/wp-content/uploads/TSC_1day_2012.pdf

NLN Board of Governors. (2015, June). Debriefing across the curriculum.

http://www.nln.org/docs/default-source/about/nln-vision-series-(position-statements)/nln-

vision-debriefing-across-the-curriculum.pdf?sfvrsn=0

Pearse, M. (2019, December 26). The importance of debriefing in learning and what that might

look like in the classroom. https://canicollege.com/the-importance-of-debriefing-in-

learning-and-what-that-might-look-like-in-the-classroom/

Raths, J. (1987, October). Enhancing understanding through debrief.

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198710_raths.pdf