Jane Dosemagen November 21, 1999

Researching Relevant Professional Education Learning Task #6: Presenting the Findings

From my research into professional development, I learned that both written and oral surveys are useful tools in planning and evaluation. I also recognized my various interests in professional development which include my own interests in relation to learning and teaching through this Masters program, the staff development interests of my colleagues, and the continuing education interests of our constituents which follow:

1. My own interest in learning and how people learn best, especially youth, focusing on non-traditional teaching methods through this M.Ed. Cohort. 2. My colleagues' interest in team building, "developing our community" of staff, communication, conflict resolution, and strategic planning. We are interested in a more positive work environment, building on our strengths and then extending them to the community in which we work. 3. The Master Gardeners, our constituents, interest in horticultural topics as part of their continuing education. Hearing monthly from horticultural specialists, listserve dialogue, and horticultural websites are among the ways we gain this information.

All of these types of staff development are useful to me. For myself, I enjoy going to conferences that pertain to my areas of interest and growth. I am very involved in our staff's strategic planning process and am engaged by the speakers and bi-monthly meetings we have as a whole staff to work on community building. I look at our monthly Master Gardener meetings, where we always have an excellent speaker on some aspect of horticulture, as a perk of my job. I am continually learning on our Master Gardener listserve and horticultural websites.

Through our surveys with Master Gardeners, we realize that the lecture style format of our meetings, preceded by time to mingle and sign up for volunteer opportunities, works well. They give input on presenters at each meeting where we pass out "feedback forms" through which they not only evaluate the speaker of that meeting, but also give input on future topics and presenters. The summary of this input helps determine future topics and speakers for the group. As a whole, we have discovered that Master Gardeners prefer "experts" from outside their own group to be presenters.

Master Gardeners also like a more hands-on approach with smaller groups. Now that our Master Gardener group includes over 200 volunteers, we are looking at continuing our monthly 1 and = hour lectures for continuing education, but also including smaller, hands-on approaches. We plan to include special interest groups with which Master Gardeners can affiliate, including youth outreach, hotline, plant health care and water quality trainings.

For our staff development, we're finally achieving a strong interest of mine, which is to meet regularly as a whole staff. With over 50 people working in our Extension Office, it is quite an accomplishment for all of us to take half of a day, bi-monthly, to meet and discuss issues of importance to our whole group. The time is spent well, with the group meeting as a whole, then in smaller groups discussing issues. We also have speakers on topics of interest, with interested staff attending. These speakers include both "experts" from the "outside" and respected colleagues within our group. Our staff is very respectful of both groups, and very interested to hear from colleagues on what their work involves.

As a staff, we are also working on strategic planning in 4 task groups which include: communication, community programs, resource development, and technology. Our staff is divided into groups, meeting bi-weekly, each working in a different task area. I believe that this is good for our staff and will make our group stronger, more supportive, and more directed in our work.

In all of these professional development situations, I realize that even when the group meets as a large group in lecture format, like the Master Gardeners, the allowed time for discussion among group members is always important, either before or after the lecture. Sometimes we have time for questions after the presentation and sometimes we don't, but we always have at least half of an hour scheduled before the speaker for mingling.

I've realized how important discussion is, and how it enhances the professional development. In this Cohort and at staff meetings, breaking into smaller groups to discuss issues, to listen, and learn from others, is a big part of our professional development.

I am learning more and more to listen and learn from colleagues, while welcoming and respecting an 'expert' presenter at other times. I can see that my colleagues in both the Cohort and on staff feel this way, too. Our Master Gardeners prefer an outside 'expert" lecturer, but would appreciate a colleague's presentation on a topic that particularly interested them in a smaller group situation.

As I look down the road 5 years, I think my own professional development in teaching and learning will continue. The Master Gardeners will continue to meet as a large group fewer times each year, with many more, smaller groups meeting on specific topics of interest. Our staff will continue to meet for several years on issues related to working better together as a staff, then work on reaching out to the community as a stronger group.

-- Anonymous, November 22, 1999