EPC-VT Circle Book Club

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Hello everyone!

In the 2024-25 School Year, the EPC-VT Circle hosted a book club to deepen our knowledge about education and human learning.  We chose The PD Book by Elena Aguilar and Lori Cohen. We held 5 synchronous sessions, and each time our conversations started with first impressions, and then dove into a deeper discussion about how the book’s ideas apply to our work as pedagogical consultants in vocational training.

In the first chapter, Determine Purpose, we agreed that the tone of the book is very upbeat—definitely “cheerleader” energy. We found the case study relatable, and it reminded us of our own efforts to make meaningful change, and the concept of “root cause analysis” really resonated with us. In particular, the idea of repeatedly asking “why” to dig deeper into challenges felt powerful—it pushes us past surface-level assumptions to uncover the underlying issues. This approach of asking “why” five times is simple yet transformative in its potential. However, we also acknowledged the reality of system-level limitations; the higher up you go, the less direct influence you might have. We appreciated that the book acknowledges this tension—it’s hard work, but not impossible.

In the discussion of Chapter 2, Engage Emotions, the book club members delved into the emotional aspects of presenting and facilitating. We explored which emotions they hoped to evoke during their presentations and examined strategies to manage emotional activation. The group discussed the importance of embracing emotions to enhance both participant and facilitator experiences, reflecting on the impact of decolonizing emotions and mitigating dominant culture in professional development (PD) spaces.  We discussed practical applications, highlighting the differences between coaching new versus experienced teachers, with new teachers needing more mentorship and technical guidance. The group also shared personal experiences, such as dealing with technical failures during PD sessions and the importance of setting clear intentions and expectations for participants. They concluded that PD inherently involves change, which naturally triggers emotional responses, emphasizing the need for psychological safety and community norms in these spaces.

Chapter 3, Navigate Power, reminded us of our early days managing classroom behaviour. Some of us felt a bit surprised and disappointed that these power dynamics still need unpacking, as if the book was written for someone brand new to PD. And yet, we saw ourselves in those power struggles, even when we thought we knew better. The case study triggered some interesting discussion around personal perception, especially self-reflecting on power and conflict and our preference for navigating power through relationships. We liked how the chapter used real examples to open up space for critique and growth. Our key takeaways were that positional power isn’t always bad, but it must be accompanied by trust and emotional intelligence. Accountability paired with support matters, and when participants feel powerless, we have to acknowledge and address it.

Chapter 4, Anchor in Adult Learning, was a welcome review, reminding us of adult learning principles like psychological safety, agency, and the importance of creating the right conditions for learning. We talked about how adults want autonomy and choice, but that doesn’t mean anything-goes; they value their time, so structure still matters. The idea of “coaching up” sparked some debate, especially around the realities of time and workload. We appreciated the emphasis on teaching 21st-century skills like advocacy and accountability. Ultimately, we felt that people learn by showing up and doing, and PD facilitation should aim to create spaces where that kind of learning can thrive.

In Chapter 5, Design Intentionally, we reflected on planning PD with purpose and inclusion. One standout idea was the use of self-reflective measurement tools that prioritize growth over compliance. The WQSB example showed how co-constructed rubrics and collaborative conversations support teacher learning in a meaningful, non-evaluative way. This affirmed the value of giving teachers agency, something many of us already strive for. Going forward, we’ll embed reflection more intentionally in our design. We want PD participants to leave feeling respected, capable, and energized. 

Chapter 6, Attend to Details, emphasized the importance of designing PD with the learner’s journey in mind, not just the facilitator’s. A key takeaway was the value of scaffolding PD with pre- and post-engagements to create continuity and intention. This approach resonated with coaching practices that focus on action and future growth. As provincial consultants, we often navigate more complex contexts, so customizing follow-up strategies is crucial. Moving forward, we’ll be more deliberate about maintaining momentum and ensuring that participants feel supported beyond the session itself.

In Chapter 7, Facilitate Adaptively, we reflected on the importance of designing PD that connects reflection to action and builds on learners’ strengths. We explored personal takeaways and identified what conditions support our learning—agency, relevance, and emotional safety. We acknowledged that even PD sessions that don’t go as planned offer valuable lessons, especially when we observe and truly listen to feedback. We would have liked for more content on addressing microaggressions.

In conclusion, we enjoyed the experience of the book club, and we agreed that it was the people participating that made it so worthwhile.  It was great to meet regularly, reflect on the readings through our experiences, discuss and share stories.  It made us feel less alone.  We felt that the book wasn’t revelatory or transformational, but rather confirmatory in how we already approach PD.  It served as a good reminder, and it could be an effective book for a new educational consultant.  We look forward to next year’s selection!

📱👩‍🍳 Robin