Sustaining professional development is a complex task requiring an extensive amount of lead work, organizational planning and an investment in time developing and fostering relationships. Scott (2010) highlights the difficulty in "establishing sound, systematic, and sustainable professional development" (p. 12) despite what we would perceive as low barrier contexts, specifically focusing on two case studies; one out of Australia and another out of Canada. Schwahn and Spady (1998) identify five reasons why productive change does not happen despite a compelling organizational purpose. These reasons include: the system's statements of values, mission, outcomes and vision are not clear, concise, discriminating nor inspirational; stakeholders are not invited to participate in setting the organizational direction; the values, missions, outcomes and visions were not implemented immediately following their development; structures within the organization have not been aligned with the new vision; and support from the system in implementing the change is not sufficient (pp. 45-47). Lieberman and Miller (2005) acknowledge that "[c]hange is always accompanied by conflict, disequilibrium, and confusion" (p.161). Faced with these barriers to change how can educators move an organizations professional development philosophy from that of an isolated, self-centered ideology to one which Darling- Hammond and McLaughlin (1995) refer to as "a life-long, inquiry-based, and collegial activity" (p,598).
There are numerous insights throughout the literature which help us move from theory into practice with the goal to sustain professional development. We are obligated to critically re-evaluate "existing policies and practices in light of their alignment with a learner-centered view of teaching and a career long conception of teachers' learning" (Darling- Hammond & McLaughlin, 1995, p. 601). It is essential that we have a clear understanding of what peer collaboration looks like (Blase & Blase, 2004; Darling-Hammond & McLaughlin, 1995; Musanti & Pence, 2010; Scott 2010). Additionally, organizational structures must support the development of teacher leaders (Blase & Blase, 2004; Darling-Hammond & McLaughlin, 1995; Elmore, 2006; Lieberman and Miller, 2005). Further to that leadership must learn to let go as a form of capacity building resulting in the empowerment of teachers (Blase & Blase, 2004; Slater, 2008). Using these insights we have the potential to create sustainable professional development.
There is no doubt that in every school there is the presence of teacher leaders. These individuals are a cornerstone in the development of effective practice of their colleagues. In their paper on teachers as leaders, Lieberman and Miller (2005) highlight the a number of key characteristics of these individuals stating the teacher leaders: inquire into their own practice; share their practice with others in a public way; invent opportunities to lead and maintain connections to classroom practice; learn to lead in communities of practice that are collegial and support risk taking; create safe environments for professional learning for all with whom they work; are sensitive to context and culture; and they help to create an environment for learning that has influence throughout the school community (p. 161). Recognizing and then further supporting these individuals within your building is a first step in ensuring improved learning for everyone.
There is a smorgasbord when it comes to the vision of effective peer collaboration. Personally I have taught in a high school where the barriers that prevent collaboration, such as group think and the balkanization of school culture, remain entrenched. Scott (2010) calls for improvements in peer collaboration stating that "school leaders must consider effective teacher professional development processes that include a problem-solving orientation; collegial discussions and reflection; shared planning and resource development; peer observation and feedback; and skill and strategy exploration and adoption" (p. 15). Additionally, Blase and Blase (2004) provide some more practical advice for the principal in an effort to promote peer collaboration. Different actions they highlight involve a principal: having positive perceptions of teachers' capabilities; balancing the delicate interaction between support and pressure by letting go of traditional role expectations and also by encouraging teachers to take on new roles; developing shared vision and values; supporting shared decision making; promoting continuous learning; engaging all teachers and administrators in collaborative reflection, inquiry, problem solving, learning, and teaching; and providing regular opportunities to learn and grow (p. 184). Guided by their vision of what peer collaboration looks like and actions to support it, leaders of learning communities can promote sustainable professional development.
In my experience it is common for organizational structures to hinder the sustaining of effective professional development. The physical placement of teachers, the organization of timetables and the professional development itself is not supportive of teacher learning for best practice. Often providing the time to support collegial interactions in the development of curriculum and the evaluation of pedagogy aligned with the goal of improved student outcomes is lacking in the overall plan. Educational leaders are called to move past the managerial duties of running their school and meet their responsibility as leader who is called to "ensure that the structures and procedures that support and channel the learning process" (Starratt, 2005, p. 132). Scott (2010) highlights the role that technology could play in providing opportunities, removing the physical barriers to collaboration. "For technology-facilitated collegial networks to be successful however, teachers would need to have sufficient technology efficacy to be able to engage and be comfortable with the new media" (Scott, 2010, p. 10). Restructuring or providing opportunities through technology offer a potential way to help sustain professional growth.
There is a call for leadership to align policy, practice and organizational structures with a vision of teaching for understanding. Darling-Hammond and McLaughlin (1995) suggest design principles to guide teachers' professional development in overcoming the chief obstacle for policy makers' implementing systemic reform by "consider[ing] aspects of the larger educational policy context that foster or impede teachers' incentives and ability to acquire new knowledge, skills, and conceptions of practice (p. 598). Policies that are currently in place that hinder an authentic learning experience would include the implementation of standardized testing. This type of policy yokes the teacher to a test driven pedagogy denying the opportunity for a sense of professionalism which exudes a teaching for understanding.
Sustaining professional development involves supporting teacher leaders and peer collaboration. Leaders must evaluate and adjust organizational structures and systemic policies as well as empower teachers to move educators to a vision of teaching for understanding. Despite a gap between the theory and practice that Scott (2010) refers to, there is the potential for change. Given an understanding of what sustainable professional development looks like leaders need to take the next step, putting theory into practice.
References
Blase, J. & Blase, J. (2004). Handbook of Instructional Leadership: How Successful Principals Promote Teaching and Learning (2nd. Ed. Paperback). Thousand Oaks, CA: Sage Publications, Inc.
Darling-Hammond, L., & McLaughlin, M. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
Elmore, R. (2006). Leadership as the practice of improvement. Paper presented at International Conference: International perspectives on School Leadership for Systemic Improvement. Retrieved from http://www.oecd.org/dataoecd/2/9/37133273.pdf.
Lieberman, A., & Miller, L. (2005). Teachers as leaders. The Educational Forum, 69(2), 151-162.
Musanti, S. & Pence, L. (2010). Collaboration and teacher development: Unpacking resistance, constructing knowledge and navigating identities. Teacher Education Quarterly, 37(1), 73-89.
Schwahn, C., & Spady, W. (1998). Why change doesn't happen and how to make sure it does. Educational Leadership, 55(7), 45-47.
Scott, S. (2010). The theory and practice divide in relation to teacher professional development. In J. O. Lindberg & A. D. Olofsson (Eds.), Online learning communities and teacher professional development: Methods for improved education delivery (pp. 20-40). Hershey, PA: IGI Global.
Slater, L. (2008). Pathways to building leadership capacity, Educational Management, Administration and Leadership, 36 (1), 55-69.
Starratt, R. J. (2005). Responible leadership essays. The Educational Forum, 69(4), 124-133.
