Professional Learning: What really works?

The Mirage report shows evidence for what many of my teacher colleagues have felt about professional learning (PL), that it is often ineffective. Having the data from this report enables support staff to identify what makes PL effective to maximize the use of each teacher’s time using evidence. This report contained surprising findings, such as teachers who improve most do not spend more time on PL, nor do they have more positive feelings towards it (TNTP, 2015). Other findings aligned with sentiments shared with me by my more experienced colleagues, such as PL is seen as more worthwhile if it is content specific rather than generic (TNTP, 2015).

One of the top reasons PL is ineffective is that it does not appear relevant to the needs of the teachers it is presented to (TNTP, 2015). Many times PL is a one-size-fits-all leaving many teachers unsure of how to implement the information into their own instructional practice. The lack of implementation is compounded by the one-time nature of many professional development workshops. Ideas that are presented a single time are less likely to stick with teachers, especially if they are unable to relate them to their content. Additionally, the one-time nature can lead teachers to feel unsupported if they do try to implement new strategies but encounter challenges.

In my district, the professional learning at each campus is mostly at the discretion of the campus principal. This year our principal chose the word “reboot” to describe his focus for the year. Unfortunately, the reboot was off to a rough start with several new administrators and extreme antics in the freshman wing. However, in preparation for the 23-24 school year, the administrative team invited staff to serve on a PL committee to make development days more beneficial. This tells me that the administration is open to making changes to the way we conduct PL. As a member of this committee, I would like to promote longitudinal development activities. Our district schedules at least one PL day per month, which would enable a monthly opportunity for coaching and collaboration check-ins. Additionally, PL days currently feature department-specific meetings in which content-specific versions of development can be shared with corresponding teachers. More frequent support meetings can occur at weekly PLC meetings. Our administration has structured the master schedule to include a shared conference period for all instructional teams to discuss data analysis and evidence-based best practices.

During COVID-19 virtual learning, my district purchased external training in a bid to provide a variety of support for teachers. However, most of it was not relevant to the secondary level. In recent years they have purchased fewer external programs, but have not had many district-wide PD initiatives. My district currently spends a large amount of instructional support funds on curriculum development rather than professional learning. Unfortunately, there is little communication between these developers and classroom teachers. This results in the provision of classroom resources that are often not suited to meet the needs of our learners.

Gulamhussein (2013) identified 5 principles of effective professional development. One principle, which was addressed previously in the critiques for traditional PL, is the need for development to be relevant to the needs, grade level, and even content area of teachers. Additionally, teachers should be actively engaged with the new skills and strategies by observing modeling to enhance their understanding and to develop their confidence by witnessing a successful demonstration (Gulamhussein, 2013). Teachers can be further involved during the model by writing what they see and discussing observations with colleagues. Involving teachers in this way can help develop a common vision of what high-quality instruction looks like. However seeing is not doing, so the teachers will not instantly master the skills they simply watch. Therefore, conducting role-play activities can allow teachers to develop the skills before attempting to implement them with students in the classroom. Research has noted that skills are often mastered after 20 or more instances of practice (Gulamhussein, 2013). After learning the relevant information in an engaging manner comes the time to implement it into practice. Two of the most significant principles is dedicating a significant duration of time to ensure teachers can master new skills and work towards implementation with support. This support can be provided through coaching or professional learning communities (PLCs) (Gulamhussein, 2013). It is important for campus leadership to check in and provide encouragement and resources to address challenges in implementation.

The Standards for Professional Learning are aligned with the 5 principles of effective PL but also expand on them. The Standards for Professional Learning (2019) reiterate the need for continuous improvement, inquiry, and implementation of what is learned. However, also listed is the need to consider the need for equity as a foundation and driving factor in professional learning that will work to serve all students. Additionally, there are supporting standards that identify the need for leadership to be involved in professional learning and to have adequate resources provided.

Personally, I identify as a “high-flyer” in technology use in my instructional practice. For the past three years, I have run both blended and flipped classrooms as well as piloted new programs like Blocksi and PearDeck for my PLCs. However, I know the 300 teachers on my campus are at varying levels of competency and confidence when it comes to implementing technology in the classroom. I have learned through experience not to push technophobes into trying new technology before they are ready. However, discussing the benefits technology has in my classroom is one way that can inspire them to implement little things. For example, I often had multimedia incorporated into my class presentations to engage students in primary sources. After a few months of walking by, one of my more experienced colleagues asked how he could embed a video of a news story into the beginning of his slides as a warm-up. This was a big step for him that helped develop his confidence in using technology in the classroom. We now talk, and sometimes even GChat, to refine his use of new technologies and troubleshoot when challenges occur.

References

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

Standards for Professional Learning. (2019). Retrieved from https://learningforward.org/standards/

TNTP. (2015). The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development. Retrieved from http://tntp.org/publications/view/evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development