Timeline for Professional Development
The following is a true story that took place nearly a decade past.
“Can I get a professional development plan?’ asked the young education student. “Why on earth would you want that? Do you understand what that even entails?” replied the shocked Professor. The young man sincerely asked “Won’t it make me a better teacher by making me a better person?” Unfortunately, the naive young college student did not realize that what he was asking for was essentially meant to be punishment to a subjectively bad teacher. This necessitates the question, “Does professional development actually help teachers?” Sadly, teachers are seldom the better for having attended these sessions.
Professional Development is by far the most hated part of the education community as it is often erratic in presentation and mixed in the ability to be implemented. Certain realities of education will forever be unchanged, some will change naturally, and others must undergo a forced change. Professional development, as it is currently presented, must change to better equip teachers in the classroom. The most needed and relevant changes are the longevity, messaging, and inconsistent natures.
The proposed Professional development model is founded upon the following components:
Gulamhussein’s Five Principles of Effective Professional Development:
“The duration of professional development must be significant and ongoing to allow time for teachers to learn a new strategy and grapple with the implementation problem.
There must be support for a teacher during the implementation stage that addresses the specific challenges of changing classroom practice.
Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice.
Modeling has been found to be highly effective in helping teachers understand a new practice
The content presented to teachers shouldn’t be generic, but instead specific to the discipline (for middle school and high school teachers) or grade-level (for elementary school teachers) (Gulamhussein, 2013).
Fully embracing Constructivist principles for Project-Based Learning and Assessment.
Teachers must set one growth goal that aligns to T-Tess.
Engaging in some form of weekly (at minimum) collaboration session with fellow teachers and leaders; giving, receiving, and implementing feedback for growth.
Documentation by Teachers of their own Pedagogy, Professional Learning, and Growth in a ePortfolio; mirroring what students will do in class.
Following the outlined monthly process with fidelity throughout the year.
The resources for monthly review and development can be found on the book review section. Teachers and Leaders can and encouraged to add resources from their professional library.
I believe that this program will help young teachers, like my college friend, to be the best version of themselves.