Self-directed professional development

By the BCTF Professional Issues Advisory Committee (PIAC)

Self-directed professional development (PD) can be an excellent opportunity to develop specific aspects of your teaching practice in ways that best suit your needs and learning preferences.

In order for something to be PD it must meet the following three criteria as illustrated by the BCTF PD Lens (also pictured below):

Relevant: Does this activity help me improve the work I do in my role as a teacher? Does this activity help the teachers involved improve the work they do as a collective?

Autonomous: Has this activity been voluntarily chosen? Does this activity jeopardize the autonomy of my colleagues?

Responsible: Does this activity meet obligations to colleagues, collective agreements, and our profession?

BC Teachers' Federation PD Lens.

The options for PD that fit within this framework are varied and open-ended. The following are things to consider as you think about and plan self-directed PD.

Your (contract) mileage may vary.

When considering self-directed PD, your local and your local collective agreement (CA) language around professional development will lay the groundwork for what is possible.

In most collective agreements, the main section to look at is Section F, which sets the following:

• negotiated rules and guidelines for PD

• professional autonomy

• how much funding teachers must get for PD and the process for approving PD.

Depending on the specific language in your CA, and how that language has been interpreted over time between your local’s leadership in their discussions with district management, you will experience different funding levels, rules, and cultures around PD.

When planning self-directed PD, it’s important to check your local language, local policies, and to make sure you have a current understanding of what the options are in your local. In addition to checking with your school staff rep and/or PD rep, attending local general meetings and social events is a great way to ask questions that get you up to speed on the constraints and opportunities you have for self-directed PD and other professional development options.

Planning self-directed PD

The following questions may help narrow down your specific needs and the suitability of certain self-directed professional development opportunities.

Assessment of needs

• What are my strengths and areas that need developing?

• What are the needs of my students this year?

• What do I need to learn more about for my pedagogy/teaching practice?

• Am I building on previous learning or is this new learning?

• What are my expectations from participating in this learning?

• Is it PD?

• How will it improve my teaching practice?

• How can I collaborate?

• Is this activity voluntarily chosen following the language of my local collective agreement?

• How does this activity support my colleagues in the profession?

• What supports do I need? 

• Do I have the funds to engage in this PD?

• Do I need additional release time?

• Do I have autonomy to do this PD?

• Are there any other barriers?

• Who can help me (e.g., school PD rep, local PD chair)?

Examples of self-directed PD from your PIAC colleagues

Watch a webinar or video with colleagues. The National Film Board has a variety of documentaries, films, and lesson ideas for teachers to build off of. Materials on the website cover topics ranging from climate change, art, and health to reconciliation and inclusion.

Peer mentorship/consultation is an opportunity for teachers to work with colleagues on addressing particular aspects of their classroom practice or behaviour management that are challenging or areas of focus for PD throughout the year.

The Virtual Historical Thinking Institute program is intended to support teachers in designing history programs, courses, units, lessons, and projects by developing your understanding of historical thinking. 

Facing History & Ourselves offers non-credit courses and webinars on different teaching topics as well as professional learning on using the resources they provide. Examples of webinar topics are building community, teaching current events, fighting against hate, media literacy, and democracy.

Farm to School BC is helpful to learn about sustainable agriculture and how to incorporate it into your classroom. The webinars cover topics such as grants, school food programs, school farms and gardens, indoor growing, and eco clubs.

UBC’s Indigenous Math Education Network has webinars to support educators in bringing Indigenous story work, social justice, and place/land into mathematics teaching practices.

The BC Association of Mathematics Teachers also offers prerecorded webinars covering strategies for teaching and assessing mathematics concepts.

The BC Association of Mathematics Teachers also offers prerecorded webinars covering strategies for teaching and assessing mathematics concepts.