February 2009
The Challenge of Professional Growth in a Shrinking Economy
By Gene R. Carter, Executive Director, ASCD
Last month, ASCD author Robyn R. Jackson posted a provocative question on the association's blog: "What would happen if we treated our students the way that we often treat teachers?" The query highlights the demands on teachers and school leaders to raise student achievement, often without the tools and support they need to succeed. "The foundation of what we do as educators is a belief in the human potential to learn, to get better, to grow," Jackson writes. "How can we embrace that belief when it comes to our children, yet reject it as unrealistic when it comes to our colleagues?"
Jackson's message is clear: we support our students by supporting our educators. Her question points to the necessity of helping educators to be successful. How and why we go about doing that—especially in difficult economic times—is a question that the education profession must be prepared to explain.
As the United States copes with its worst economic recession since the Great Depression, attention is focused more closely than ever on the use of scarce taxpayer dollars at the federal, state, and local levels. Recent media coverage has brought to light frivolous spending, especially in the corporate arena, but the scrutiny extends well beyond Wall Street. In education, professional development has been called into question, and districts have been challenged to take a hard look at their policies, practices, and budgets.
In addition, many governors have proposed education funding cuts to make up for their states' budget shortfalls. Last month, the Providence Business News reported Rhode Island Governor Donald Carcieri's recommendation to eliminate his state's teacher professional development funding for the year. "The governor had to make some tough budget decisions," his spokesperson said. "This one had the least impact on education."
Unfortunately, educators know the exact opposite is true. The link between educator quality and student learning is undeniable, and the primary goal of any effective professional development program is to improve student learning and raise achievement. What greater impact is there?
Research shows that teacher effectiveness and school leadership are the top two school-related factors affecting student achievement. Studies have shown correlations between effective leadership by school principals and test score increases of up to 10 percentage points. Without a doubt, ensuring that we support our teachers and school leaders with ongoing, high-quality opportunities for professional growth has a direct effect on the success of our students.
A significant hurdle in promoting educator professional growth activities, however, is in overcoming the notion of professional development as one-time training based on the latest fad or motivational speaker's message. Thanks to the lingering impression left by these ineffable events—which pull teachers from the classroom, offer few practical benefits, and provide little or no follow up to measure their effect on student learning—we must make extra efforts to overcome the public's skepticism about the true value of professional development. The support for, and outcome of, our endeavors will be much more positive as states and districts invest in effective professional development that focuses on clear goals for student learning and involves administrators and teachers working together to raise student performance.
Effective professional development begins with a plan aimed at addressing the specific learning needs of students in a particular school or district. It includes an evaluation process to ensure the attainment of stated goals and, most of all, engages educators in ongoing collaborative learning. Professional Learning in the Learning Profession, a recent report by the National Staff Development Council and School Redesign Network, affirms the value of growth opportunities that involve a sustained, job-embedded, and collegial approach to improving instructional practice.
We know that for students to learn, educators must also be afforded the same opportunity. When Congress was developing the American Recovery and Reinvestment Act, we asked a sample of superintendents about their school systems' greatest funding needs. The education leaders identified professional development as a top priority even during this financial crisis. Let us hope that before cutting back on professional development, elected officials and school administrators will carefully consider its importance in supporting the success of our students and our educators. Even in these difficult times, professional growth opportunities are a worthy investment for the long-term benefit of our students.
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