Issues in Professional Development

Professional development is an opportunity for individuals to explore their interests and to support and enhance their practice. Teachers participate in professional development throughout their time within schools. Opportunities are provided to teachers in the form of participating in conventions, school led PD, to individual plans that are developed by the staff themselves. It is the embodiment of life long learning, a skill that we as educators hope to pass on to the students with whom we cross paths.

There are a number of issues arise in discussing the concept of professional development; need, delivery and mastery.

Issue 1: Need
The focus for professional development can be conceptually divided up into two broad categories. First is the need to address changes in education as a whole. Changes that arise as a result of a shift from modernity to post modernity, globalization and the realizations of dealing with global climate change. Education is undertaking a systemic change and the primary delivers need to be informed. Secondly, the changing needs of the teachers to successfully educate the 21st century learner. A learner that is more connected than any other generation in the past with an understanding that knowledge is contained in relationships between individuals. The question arises as to what need we are trying to address in this professional development? Will it have a direct or indirect impact on student learning and subsequently lead to better student outcomes?

Issue 2: Delivery
There are a three considerations when it comes to the delivery of the professional development; selection of what to do, how will it be delivered and who will choose? When choosing what to do for professional development there is an investment in planning that helps to ensure its success. It is of the utmost importance that the activity is directly linked to the needs addressed above. In addition, the professional development must to be grounded in research, both site-based and based in realm of academia. This grounding offers protection to those participating. There is nothing more cruel than implementing programs that are not supported broadly which turn out to be ineffectual.

With regards to the delivery of professional development a good understanding of adult learning theory is important. Recognizing the learning styles and the motivation of adults allow one to tailor professional development activities. It may be one individual or a committee that addresses the answer of how to deliver the information. Selection of presenters could happen within the facility itself, using expert teachers found within the facility or outside sources could be used in the form of educational specialists.

Finally there is the issue of who is driving the professional development? There could be a top down approach where system leaders implement programs without consultation with the primary recipients. This autocratic approach has draw backs in terms of the motivation of the participants in the development activities. The need for the PD may not be apparent, and as a result participation will lack resolve. On the other hand, it may be driven by an organic process where individuals recognize needs and voice them. Front line teachers having their needs recognized will be motivated to participate. The motivation creates a positive emotion in connection with the development activity and hence there is the potential of success.

Issue 3: Mastery
Given the recognition of the need for the professional development and the investment of time developing the appropriate delivery of the information the final consideration of your activity will be that of mastery. Will the individuals be able to successfully master the information? Communicating the expectations of what success looks like to the staff  is an important first step in mastery. Secondly, setting time lines and providing ongoing support will enhance the opportunity for its success. Finally making it a priority by providing sufficient time and resources throughout the rest of your timeline will provide the pillars for successful professional development.

Through this post I have identified three major considerations in the process of professional development; identifying needs, appropriate delivery and supporting mastery. When considering professional development and the potential that it has on impacting student learning it becomes apparent that issues of its implementation need to be addressed. Teachers are not islands onto themselves who participate in a process of isolated enlightenment. Working together as a field, drawing on information that is grounded in sound educational principles will lead us to enhanced student engagement and outcomes.