Empower, Engage, Elevate: Hillcrest’s Go & Show Professional Learning Journey
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At Hillcrest, our teachers walk into their classrooms each day ready to support and inspire students, even when our technology or Wi-Fi hasn’t always matched the instructional goals we have for them. Over the last few years, I’ve watched our staff work incredibly hard to integrate Chromebooks, online assessments, blended activities, and classroom management tools, all while navigating inconsistent broadband and a lack of hands-on modeling. Through this program I learned how Creating Significant Learning Environments and the COVA model of choice, ownership, voice, and authentic learning (Harapnuik, 2017), along with Fink’s Taxonomy of Significant Learning (Fink, 2013), can completely reshape the way teachers experience professional learning. That is how the Go & Show approach was born. Instead of one-direction sit and get PD, our staff deserves a model that is collaborative, practical, and grounded in authentic application exactly the kind of sustained, meaningful learning that research identifies as most effective for teachers (Gulamhussein, 2013). This page brings together every component of my innovation plan, upgraded broadband infrastructure, GoGuardian classroom management tools, and a teacher-led coaching structure designed to strengthen our practice over time. This page isn’t written for my instructors, it’s written for my colleagues. The teachers, coaches, and leaders who will work alongside me to build a stronger, more connected learning community at Hillcrest.
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Purpose & Vision
Hillcrest is in the middle of an important instructional transformation. With the recent broadband upgrades and schoolwide GoGuardian integration, we finally have the foundation needed for reliable blended learning. But technology alone does not change practice people do. My purpose is simple: empower Hillcrest teachers through ongoing, practical modeling so they can confidently empower students through meaningful, tech-supported learning. The vision for this strategy is rooted in real challenges I’ve seen at Hillcrest, teachers wanting more support, more examples, and more time to practice. When teachers feel confident with digital tools, classroom management improves, engagement grows, and blended learning becomes sustainable.
Original and Updated Professional Learning Presentations
Original Go & Show / Alternative PL Presentation
Updated Go & Show PL Presentation
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Five Principles of Effective Professional Learning
1. Professional learning must be ongoing and sustained.
Our PL uses 6-week cycles aligned to PLCs:
Week 1 – Kickoff + modeling
Week 2 – Practice & peer support
Week 3 – Classroom trials
Week 4 – Troubleshooting
Week 5 – Student artifacts
Week 6 – Share-out
2. Teachers need ongoing support during implementation.
Support includes weekly coaching, open labs, peer modeling, screencast tutorials, and a just in time GroupMe.
3. Professional learning must be active, not passive.
Teachers participate as learners, design lessons, collaborate, and immediately implement what they build.
4. New practices must be modeled.
Every session begins with a live blended lesson demonstration.
5. Content must be discipline-specific and grade-appropriate.
Hillcrest teachers receive tailored examples for their content areas.
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Audience & Their Needs
This PL strategy is designed for Hillcrest teachers (6–12), instructional coaches, department chairs, and administrators.
Key needs include:
- Reliable technology and broadband
- Practical, classroom-ready examples
- Low-stress, high-support learning
- Protected work time
- Authentic teacher collaboration
- Celebration and recognition
Collaboration & Modeling Strategy
Collaboration is intentional. Teachers work in triads, engage in peer demonstration days, review exemplar videos and templates, conduct walk-and-talk reflections, and follow PLC-aligned cycles. Modeling is embedded in every session. Teachers experience blended lessons, deconstruct them, and build their own versions.
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Supporting Self‑Directed Learning (COVA/CSLE)
This strategy emphasizes choice, ownership, voice, and authenticity. Teachers choose tools, design authentic lessons, influence cycle planning, and create materials directly tied to their classrooms. As Harapnuik (2018) notes, authentic ownership is essential for meaningful learning.
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Leadership & Roles
GoGuardian Modeling – Thomas Robinson
Broadband/Tech Updates – Tech Lead
PLC Coaching – Department Chairs
Peer Demonstrations – Volunteer Teachers
Resource Management – Instructional Coach
Feedback/Assessment – Thomas Robinson and Instructional Coaches
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Original PL Outline & Blueprint
Alternative Professional Learning Plan Outline
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Fink’s 3‑Column Table (Integrated with BHAG) (Fink, 2013)
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Timeline for Implementation
Year 1 – Foundation: Broadband upgrades, GoGuardian rollout, 6-week PL cycles.
Year 2 – Expansion: Electives integrate blended learning, peer modeling library grows, student tech leaders develop.
Year 3 – Mastery: School wide blended learning showcase, teacher led PL, recognition as a model campus.
Resources & Materials
Includes research articles
GoGuardian tutorials
Blended lesson templates
Digital journals
4DX scoreboards
Walkthrough videos
PLC tools (Lead4ward, Flipped PLC, Modeling of the Lessons)
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Navigation for Participants
Week 2 Slides Link (Coming Soon)
Week 3 Slides Link (Coming Soon)
Week 4 Slides Link (Coming Soon)
Week 5 Slides Link (Coming Soon)
Week 6 Slides Link (Coming Soon)
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References
Collins, J. C. (2025). BHAG (Big Hairy Audacious Goal). Jim Collins. https://www.jimcollins.com/concepts/bhag.html
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Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
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Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society & Education, 7(3), 252–263. https://scispace.com/pdf/best-practices-in-teacher-s-professional-development-in-the-2wtninv9e4.pdf
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Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (Rev. & updated ed.). Jossey-Bass.
Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf
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Harapnuik, D. (2018). COVA: It’s about learning – Creating significant learning environments. It’s About Learning. http://www.harapnuik.org/?page_id=6991
Sinek, S. (2009, September 28). Start with why – How great leaders inspire everyone to take action [Video]. YouTube. https://youtu.be/u4ZoJKF_VuA
