PROFESSIONAL DEVELOPMENT
What Success Looks Like
At ETR, we are engaged in projects that help
us see “big success” in professional develop-
ment efforts through formal evaluations of
learning and behavior. These efforts support
our commitment to the science-based deliv-
ery of training.
We also pay attention to the face-to-face
human interactions of our trainings. There
is relevance and power in these events at the
personal level. Our trainers see individuals,
groups or communities build confidence and
change their practices with new information
and skills.
Using both of these approaches, we are
able to provide science-based trainings that
engage, inspire and make a difference.
FOR MORE INFORMATION ABOUT
ETR’s Professional Development services, contact:
Debra Christopher, MSM
à
I recently spoke with some schoolteacher friends of
mine on the topic of professional development. One of
them said, “I basically use our professional development time
to complete my lesson plans.” Comments like this inspire me to
deliver thought-provoking, whole-brain-engaging professional
development that is
useful
for educators in our field. My goal:
when participants leave the session, they will do something
new and better in their work serving young people—and they
will be
excited
about it!
This year I had the pleasure of developing a new workshop on
a topic near and dear to my heart—fostering resiliency among
vulnerable populations of youth. I’ve studied the effects of
stress and adversity on the developing brain. I’ve worked
within the juvenile justice system, both serving youth directly
and building the capacity of educators. In this work, I’ve often
struggled with the question, “What does it really take for
vulnerable populations of young people to overcome the odds
and become thriving adults?”
I knew that many of my workshop participants struggle with
this same question, thinking about the youth they serve, the
people they know, or even their own lives. For this workshop to
deliver a powerful impact, I had to tap into these experiences,
guide participants to acknowledge and question their subtle
assumptions, and reinvigorate their attitude toward the topic.
To do that, I had to gain their trust. Only then could they draw
from their internal motivation to make use of the research and
best practice.
When it came time for the workshop delivery, this is exactly
what happened. The energy in the room was palpable and the
discussion incredibly lively and rich. I guarantee that no one in
the room was working on a lesson plan!
This is what I love most about professional development—
guiding participants right to the edge of their comfort zones,
navigating the challenging questions, and allowing them to
go beyond the superficial conversations to talk about what is
real for them and the youth they serve. In this situation, the
brain has no choice but to fire the synapses, draw upon what it
knows, question, and…
learn!
Stephanie Guinosso, MPH
Program Manager
¥
10
uarterly Review
|
SUMMER 2014
