I started my career teaching at a very small preschool many years ago. Our director was a huge fan of having professional development that was tailored to the needs of our school. Early on, it was very thoughtful training and I still use information garnered from the different consultants that were used. Our principal used a model where the consultant would spend the day observing in our classrooms and then was able to differentiate to best meet the needs of the group. It was very helpful and felt almost personalized. The consultants were specially picked to meet our specific needs (it was an Ultra Orthodox Jewish preschool.)
I then moved onto public elementary school where the professional development was very, VERY hit or miss. Some of the classes were chosen simply because of the location of the class (sad but true!) Who wants to go across town to take a class at 3:30 after teaching all day?
Many times the district/grade level wide offerings were not clearly defined and our time is wasted terribly. These are my least favorite types of trainings. More times than not, I felt disappointed by the information learned.
Our school based professional development is most closely aligned to our school’s needs. This makes sense, it’s a smaller group and our principal is able to better identify our differing needs. Some of the best professional development has been geared toward our International Baccalaureate needs. Our staff chooses the speakers and we are able to tailor the PD to meet our needs. We are able to come prepared if needed. I think this is the most effective way of implementing professional development. By knowing the objectives ahead of time, a teacher is able to focus on what is going to be covered. It gives the teachers an opportunity to get their heads around the ideas before setting foot in the door. This model applies to any type of professional development. Planning! Planning! Planning!
I think the least effective courses are ones that are not
Our staff is close, we know that the learning curve in an IB school is tough so we support our newer teachers. I have a somewhat unique opportunity in my school, our principal sends us to IB trainings located around the country (it used to be around the world but sadly those days are gone!) For example, there is an IB Americas Training Session this weekend. We do not have any teachers attending. These trainings help to not only bring our newest teachers up to speed, but upper level courses are offered for seasoned teachers. We each go every 4 years. Upon returning, we share our new learning in a staff meeting for all to learn from. Some of our teachers are also IB trainers so they actually attend training sessions as instructors. It is really an effective way to learn. In addition to sharing our new knowledge, we are expected to implement ideas that we learned. This can be tough sometimes, but because of the various levels of teacher education, we can collaborate and figure out what is best for our school. Honestly, many times this model works. Sometimes, not so much! I think that happens with any professional development.
You make a great point, professional development is only as good as the planning and teaching of the course. I've been through some painful professional development, ones that were not organized, had no direciton, and had no attention from teh staff. And, I've been to some that were phenomenal. It takes time to plan, prepare, and be ready to run a course. You can't just 'wing it" When the presenter is also part of the learning, it makes you feel less intimidated. I presented at a NSTA conference a few years ago, and was also an attendee. I was in a session learning with peers, then the following session i was leading the much of the same group. It was a very unique experience, and I think the other teachers respected and appreciated the fact that I was there to learn as well as share my knowledge.
ReplyDeleteIt's true, professional development is generally infrequent and spotty. I have heard a lot of colleagues complain that there is too much theory but no practical applications, or those are rushed through at the last minutes of the presentation. I like your example of the times where PD is tailored to the needs of the group, and requires the attendees to prepare ahead of time. Perhaps flipping PD, like flipping classrooms would be a good option, where the attendees study the theory ahead of time (as if they don't already know it) and use the class time to discuss response to the issues.
ReplyDeleteI forgot to mention edcamp. Edcamp is an unconference, an informal gathering designed and shared by and for educators, where groups meet to discuss topics of the day, rather than attend lectures. It has become a national movement. There is a structure for this informal unconference however, and it is explained here: http://www.edutopia.org/blog/about-edcamp-unconference-history
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