In the September issue of Educational Leadership, we asked you to describe the characteristics of a good professional development program. We heard from new and experienced educators.
Opportunities to Reflect
In my 22 years of teaching, the process of seeking National Board certification with two respected colleagues has had the most lasting impact. The yearlong quest included closely examining my teaching through student artifacts, videotapes, and a highly structured reflective log. Thinking about my practice with trusted colleagues who knew how to ask the hard questions caused me to look at everything I do in the classroom through a new lens, searching constantly to articulate the purpose of each activity. The experience was even more powerful because it was voluntary and involved no pay raise; my motivation came from my desire to attain a higher level of professionalism. What made this kind of professional development work? Motivation, collegiality, intense and guided reflection, the collection of student artifacts to document learning, sustained time to work with the material, and high standards for becoming a teacher certified by the National Board.
—Shari VanderVelde, Learning Facilitator, Columbine Elementary and Lincoln Park Elementary Schools Grand Junction, Colorado
Substance, Challenge, Networking
From downtown Sapporo to Rocky Mountain Lodge, I have experienced professional development with widely different formats and content during my 18 years in education. Great professional development has substance and challenges; it requires input, stimulates the mind, and leaves much to think about afterward. We want the greatest value for our money and time, so the atmosphere must be appropriate, and the presentation nothing less than first-class. Networking opportunities during and after presentations are a must. And the whole experience has to be enjoyable. Have I experienced this kind of professional development? Yes, but all too often I found it through the business community, such as Microsoft's education forum in Seattle, and only rarely through the world of education.
—Jimmy Clark, Principal, Will Sinclair High School Rocky Mountain House, Alberta, Canada
The Essential Details
A good professional development program has some obvious features: expressed needs, planning, organization, clear objectives, adequate space, enough time, comfortable temperature, evaluation, and follow-up. My 34 years of experience have taught me some less obvious—and yet practical—features of a good staff development program.
- Plan for an audience that is likely to be at different levels of knowledge and experience. Unlike Alice in Alice in Wonderland, the presenter does not always have to begin at the beginning.
- Choose a good time. Poor timing will lead to rattling keys, purses on the table, or the cheerleaders practicing just outside the room. Programs scheduled for the end of the day or when people are tired are doomed.
- Make sure that the presenter has credibility. Some say that teachers listen only to other teachers. That perception is not necessarily true, but some teachers do believe that “only those who walk in my shoes are qualified to comment on my feet.”
- If handouts will be distributed at the end of the program, say so at the beginning. How many times have you seen people frantically taking notes—rather than actively listening—only to have the presenter hand out the materials at the end of the session?
- Arrange for tables. Adults need to sit at tables to be comfortable.
- Avoid a big build-up of the program and presenter, but include clear expectations and introductions.
- Allow time to plan the program that staff members need.
- Make the learning active. Good staff development need not always be hands-on—the size of the audience is a factor—but opportunities for practice and sharing are a must.
- Get building-level and district-level administrative support.
- Make the program appealing by providing psychological safety for the audience.
The obvious elements of good staff development are important, but the details are essential.
—Alan P. Grimsley, Assistant Superintendent, Worth County School System, Sylvester, Georgia
Observing and Discussing
The best professional development that I have experienced in my short teaching career has been the balanced literacy classroom lab. In two different classroom labs, I visited a mentor teacher's classroom for two consecutive mornings as an observer and then participated in a group discussion during the afternoons. As an observer, I watched the teacher's presentation, assessment, and classroom management, as well as the interactions among the students and between the teacher and the students. These observations helped validate many strategies that I was already using.
As teachers, we get no feedback on what we are doing. The lab sessions gave me feedback and direction. During these sessions, colleagues and I discussed what works and why. These conversations gave me the confidence to try new approaches. Since attending these labs, my teaching has become more focused. I believe that experienced classroom teachers provide the most effective professional development.
—Sharron Bird, 2nd Grade Teacher, Ephraim Elementary School, Ephraim, Utah
