“Planning is bringing the future into the present so that you can do something about it now.” – Alan Lakein
This weekend was a busy one. I was invited to attend our regional organization’s professional planning annual session. The goal was to plan for next year’s (and beyond) professional development at NESA conferences- topics and speakers.
Sounds pretty cut and dry doesn’t it? And it would be too, except I was meeting with an exceptional group of people, working for an exceptional organization, trying to ensure exceptional offerings were in place for the teachers and schools out there depending on them. No small feat.
Previously a literacy coach, now as an administrator, before as a teacher and often as a parent, I am faced with the need to plan for action and outcomes. Like me, I’m sure many of you plan on a daily basis, for a variety of reasons. However, what I learned most over this weekend was the necessity of having a planning process that gives all of your hopes and dreams (which the best plans are reaching for) the “legs” to actually walk the path toward completion.
The more moving parts, or the bigger the plan or the goal, the more necessary it is to have a process in place which ensures things are covered, thought through, and allows for you to evaluate both the plan and the actual event you’ve planned for. In fact, without the plan and then the evaluation, there is really no way to know if plan was successful.
With the help of Joellen Killion from Learning Forward, (Professional Learning Organization) I learned, right alongside the planners at NESA, how to create and evaluate a plan for professional learning. The evaluative piece is new for me. What I like about it, is that it allows a school or organization to learn from the work at the level of the idea and process, and not just from the product generated.
As I reflect on my learning at NESA this weekend, I’ve been thinking about how we often hear about the pendulum swinging back and forth in education. I’m beginning to wonder how much of that is due to a lack of precision in our planning, and/or the fact that we often do not return to the plan to evaluate if it worked. Add to that the fact that so many of us start plans and projects at one school and then move to another. What happens to that work when you leave? Might it be continued if there was a better plan and/or a way to evaluate that plan- left for the person filling your shoes?
We have so much to do, so many hopes and dreams for our learners, our schools, and ourselves. There are days when it is overwhelming and seems as if we are never going to get there. Putting your time and energy into the planning process is one way to ensure the end result you desire becomes a reality.
Here’s to better plans, which lead to intended outcomes. In other words, here’s to taking your hopes and dreams and giving them the legs they need to take off.
(Crossposted on www.literacybytes.com)