CHANGING PROFESSIONALDEVELOPMENT

WHAT IS IT?

Professional Development is a term used to identify

teacher training. PD can be designed as a workshop, school

visit, coaching, research, or peer observation. Teachers are

involved in workshops more frequently than the other types

listed.

(Gulamhussien, 2013)

PD

When teachers hear about

new PD that they are

required to attend, you can

see a physical response.

They literally cringe. Why is

that?

THAT’S BECAUSE…

When we think of PD, we think of a workshop which is a

boring way of being introduced to and learning new

concepts. Some refer to it as the “sit & get” model of

learning.

We don’t expect our kids to learn this way, so

why should we?

5 PRINCIPLES OF EFFECTIVE PD

Allison Gulamhussein developed the 5 principles for effective

Professional Development. These principles can be applied

to any type of PD that is being provided to help ensure

teacher retention of new concepts.

PRINCIPLE #1

“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”

(p. 17).

(Gulamhussein, 2013)

DURATIONPD that is long lasting over extended periods of

time will allow teachers to have the ability to

apply and practice new approaches. I think

duration of PD is probably the most important

and effective principle to focus on when

attempting to redesign PD. The longer you

stick with something, the more likely it will

become a habit.

PRINCIPLE #2

“There must be support for a teacher during the

implementation stage that addresses the specific

challenges of changing classroom practice” (p. 18).

(Gulamhussein, 2013)

SUPPORTOngoing support throughout the

implementation process is key. If

there is no one available to help

you, there is a bigger possibility

that you will give up the new idea

that was presented to you.

PRINCIPLE #3

“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” (p. 19).

(Gulahussein, 2013)

ACTIVE PARTICIPATION

Workshops are a “sit & get” style of learning that aren’t

conducive to learning. When I think about how we teach our

students, we see that students learn best when they are

actively participating in the learning process.

PRINCIPLE #4

“Modeling has been found to be highly effective in helping

teachers understand a new practice” (p. 20).

(Gulamhussein, 2013)

MODELING

Modeling is about involving students in

the learning process. In terms of PD,

teachers are the students. I’m taken back

to the quote from Ben Franklin: “Tell me

and I forget; show me and I may

remember; involve me and I learn.”

PRINCIPLE #5

“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)” (p. 20).

(Gulamhussein, 2013)

CONTENT SPECIFIC

This principle can be the easiest cover or

the most difficult. Finding a PD topic as

an administrator that reaches your

ENTIRE staff is tricky. PD that is

specific to your grade level or content

has the ability to make a great impact.

FOCUS

When all of these principles are effectively implemented into

professional learning, I can tell because I am able to be

successful with new strategies or concepts that were

presented.

CONCLUSION

As a whole, our campus can take these 5 principles and

work towards making PD successful for all teachers and

students.

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/Main-Menu/Staffingstudents/Teaching-the-Teachers-

Effective-Professional-Development-in-an-Era-of-High-Stakes-Accountability/Teaching-the-Teachers-

Full-Report.pdf