It was 3 p.m. on a Tuesday afternoon. Stacks of papers to grade, engaging lessons to plan, and  saving the world (or at least it felt that way), when I had to leave my classroom to attend a mandatory professional development (PD) training. I repeat, mandatory. 

Some of the immediate (and censored) thoughts that ran through my head:

• ​Noooooooooooo!
• I already know how to do that!
• If anyone raises their hand with a question... 
• I won't go, they can't make me. Wait, they actually can, and they are. 
• Who is this person anyway? (As I throw shade at a district employee I've never seen before and will probably never see again.)

The struggle is real for anyone who attends mandatory PD.
I tried to fight it, but that didn't work.
I tried to embrace it, but it was so awful at times.
Eventually I realized it's not me, it's you (the idea of mandatory PD, not the trainer delivering it).

Then in April 2015, on a whim, I signed up for a one-hour Engaging Students with Technology course and it was amazing! I wasn't distracted. I wasn't scoffing at the trainer. What was that feeling?

I was engaged. I thought of ways to integrate what I learned the next day into my lessons. More importantly, I had honest, authentic discussions with my colleagues about how this would look in our classrooms with our students. 

What was different about the Engaging training than all the ones before, other than it was voluntary? 

After reading Cindy Strickland's Professional Development for Differentiating Instruction, it comes down to three questions: 

• Is it relevant to teachers and their students?
• Does it reflect best practices in the classroom?
• Does it create a community of learners?

Learners need to know the relevancy of the information being presented, and teachers participating in PD are no different. Here are a few pointers to make your training relevant:

• Include teacher voice when deciding the topic.
  • Use data from observations to decide on a focus point.
  • Send out a survey to teachers asking them to choose the final topic.  (We did this at a site where the teachers rated low in technology in the classroom. An Excel Survey was sent out with topics they could choose from like OneNote, Assessment with Technology, and Project-Based Learning with Technology.)
• Make sure the training is practical. 
  • Can a teacher implement it tomorrow in their classroom? If the answer is no, it is probably not an effective training.
  • Practicality over theories. Big ideas are important, but professional development should focus on what the ideas look like in the classroom. 
• Know your audience. 
  • Are teachers ready for it? While I love Augmented Reality in the classroom, I realize not all teachers are ready for this. Nor would I push it on a teacher who is a novice and looking for a 'new tech tool.' 
• BEWARE OF FADS.
  • Remember when all the cool kids used Prezi? (Okay, some still do.) Instead of training Prezi, train design tips for presentations, or how to create an engaging presentation. New tools will always emerge, solid content and effective delivery are priceless. 

The phrase 'best practices' is overused. How about we call it effective teaching? Whether the participants are young students or veteran teachers, good teaching is good teaching. Here are things to consider when developing a PD training:

• ​Know your audience. (Again!)
  • A pet peeve of teachers in PD is when trainers treat them like students and make them participate in childish activities. While modeling is important, part of modeling is adapting to the audience. Consider what the goal of the activity is and how it can be adapted for the audience at hand.
• Practice what you preach.
  • If teachers are expected to create engaging lessons for students, PD should look the same. (One of the worst trainings I attended included a presenter who said,  "We know we just told you not to talk at your students for a long time, but we have a lot of information to get through." I don't remember where I was or what I was suppose to learn, but I remember those words and every teacher in the room mentally checking out.)
• The content allows for innovation and creativity.
  • Does the material presented allow teachers to make it their own? Will they have the autonomy to decide what it will look like for their students, in their classrooms?
• Feedback is valued.
  • How will teachers provide feedback on the training? Meaningful feedback is important for the presenter and content developers. 

Let's say no to 'drive-by' trainings.
Let's say no to 'never see you again.'
Instead, let us create a community of learners. A group of teachers committed to improving themselves and their craft. A group of teachers who understand that learning does not end because the training ended. Consider the following to create this environment:

• The training allows teachers to have honest conversations.
  • Include time for teachers to share. Whether it is sharing successes or struggles, or thinking out loud of what it will look like in their classroom, teachers need to share to make it real.
  • Fidelity is important, but teachers also need to know they are in a supportive environment that will help them if they are struggling.
• Conversations are supported after the training.
  • How will the conversation continue after the PD session ends? (Consider social media as a tool, check out this Twitter tutorial.)
• Teachers are empowered to continue learning without the trainer.
• Long-term coaching and support occur.

Most educational leaders do not need convincing  to go 1:1, but what happens after the decision is made? The steps a school, or district, takes after deciding to go 1:1 are crucial to the program's success.

​ In fact, the program can fail before devices ever reach the classroom. That's right, the teachers and students do not decide if the program will succeed.

Last year, I began working closely with schools implementing 1:1 in my district. The following is a list of things to consider to ensure your program is successful. 

Alan November can say it way better than me in his article, "Why Schools Must Move Beyond One-to-One Computing," but the most crucial factor for success is ensuring your reasons go beyond a trend.

​Just because the school or school district next door did it, doesn't mean you should. Just like teachers should not use technology for technology's sake, you should not implement 1:1 because the devices are good press. 

So why should 1:1 occur? To give students equal access. To increase personalized learning. To connect students to the world. To create digital leaders. There are so many good reasons, but those reasons should focus on students. 

Choosing the right device seems to be the first step of every implementation plan. As if one device can ensure a student's success while another one will fail him/her.

Ironically, the people who are often left out of the decision process are those who will use them everyday: teachers and students.

The decision is usually made by someone in Information Technology (IT) who never taught and is solely looking at it from an infrastructure viewpoint (yawn).

Forget money, architecture, Apple versus Microsoft versus Google. Forget all of that, at least for a moment.

In that moment, ask teachers and students what they want to DO with the devices. What hopes and dreams do they imagine this new technology will bring? How will this technology transform curriculum and instruction?

Now that the requirements of the new devices is known, the comparison shopping and evaluation of system infrastructure can begin. Hopefully teachers and students will get what they asked for, or at least understand why something was left out.

If a district-wide implementation is occurring, schools need the autonomy to decide what is best for their stakeholders. For example, an elementary school may want iPads because it is easier for little ones, while a high school desires laptops with more capability. This may sound like an IT nightmare, but no one said going 1:1 was easy. Remember, the students and teachers come first.

Maybe so many start by picking a device because it is the exciting part, like shopping for a new car. Perhaps others start there because they don't know where to begin. Check out ProjectRED for tips on choosing a device and properly implementing technology to increase student success.

Digital learning requires a redesign of the curriculum and it asks teachers to change the way they deliver content and assess learning. In fact, it causes them to reassess what learning looks like and what it means in their classroom. It is a huge paradigm shift. 

The best way to support this change and encourage teachers to embrace failure and take risks, is to give them time to collaborate, analyze student data, and reflect. 

Going 1:1 is more than a device in a student's hand. Change the bell schedule, alter the instructional day, take the steps necessary to give teachers more planning time. 

One middle school did this by creating S.W.A.G (Students Working to Achieve their Goals) time for students. Lunch was extended so students could go to teachers for tutoring or to take make-up tests. Each day was dedicated to different departments. A teacher rotation for each department was created so each grade level had one teacher. BONUS: this gave teachers extra planning time when it wasn't their turn in the rotation. 

But what about the students who don't have anything to make-up? Or don't need tutoring? Kahoot! to the rescue; every day a lunch-wide kahoot game takes place in the cafeteria. Lunches are by grade level and the games review topics students are learning about. Or consider setting up learning spaces around the school where students can work on a passion project. 

Where will this program be in 5, 10, 15 years? How will it be financially supported? What will instruction and learning look like? 

Make sure the program can succeed in the long run. That means planning the future now. Though goals may change after reflection and analyzing data, it is important to communicate the vision with the community and all those involved.