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Quality PD Strategies & Programs for Teachers by Naveed Khan - Coggle…
Quality PD Strategies & Programs for Teachers by Naveed Khan
Classrooms, schools, and districts are "tied together in a web of relationships where decisions and actions" in one part affect the other parts (Sparks, 2002, p. 4-3).
District leaders can provide "both the pressure and support necessary to initiate and sustain ambitious improvement efforts" (Sparks, 2002, p. 5-8).
Professional learning communities are critical to the implementation of any major change in an organization.
In order to produce effective change, leadership responsibilities must be distributed among many individuals.
Principals and teacher leaders need ongoing support in order to be effective.
The use of various types of evidence helps to fine-tune improvements to staff development program.
Professional learning must encourage teachers to engage in a process of continuous improvement.
For PD to be effective, teachers need time "to learn a new strategy and
grapple with the implementation problem" (Gulamhussein, 2013, p. 14).
To implement new innovations, teachers need support that "addresses the specific challenges of
changing classroom practice" (Gulamhussein, 2013, p. 15).
Content presented to teachers during PD sessions should always be highly specific to the subjects and grade levels that they teach; avoiding generic content is key!
It is equally important for districts to consider financial costs (money needed to fund the PD) and time costs (how much time is needed for the innovation to truly diffuse in an organization).
Teachers must become innovators and researchers so that they can serve as coaches for their peers.
Passive exposure is not as effective as active engagement and participation; teachers need to get messy with the new concept or tool!
Modelling new tools or practices for teachers is a highly effective approach.
Inadequate resources and funding can inhibit the success of professional development.
Effective professional learning may require the redesign of "the use of time and school schedules" (Darling-Hammond, Hyler & Gardner, 2017, para. 15).
Intraschool and intradistrict collaboration are ways to expand the reach of professional learning.
Teachers must reflect throughout the professional learning experience.
Needs assessments help to identify areas of need that match with educators' interests.
Teachers must experience what students will experience; "professional development often stops at the explanation phase of learning" (Dunne, 2003, p. 69).
One paradox that exists in PD is the use of one-size-fits-all PD, despite the notion that all learners are unique.
Many PD sessions employ the use of lectures, despite the knowledge that active learning increases participant engagement.
Strategies used during PD sessions must align with the varying purposes of PD.
Constructing knowledge, transferring knowledge into practice, practicing teaching, and promoting reflection are among the varying purposes of PD (Dunne, 2003, p. 73).
Effective PD leads to greater learning outcomes and academic achievement for students.
Guskey's 5 levels of evaluation are one way to evaluate participant's reactions, learning, organizational support and change, use of new knowledge and skills, and student learning outcomes.
Effective PD "provides the chance for teachers to collaborate" (DeMonte, 2013, p. 6).
Coaches should be experts who are skilled in teaching teachers.
Technology must be leveraged appropriately to support PD.
Data can be used to create smaller professional learning communities based on specific teacher needs.
Job-embedded activities that relate to teachers' daily work and experiences are a feature of high-quality PD.
Evaluation helps to hold teachers accountable for PD.
One-shot, or one-time, workshops are ineffective at producing long-term change in an organization.
Teachers must understand the theory and rationale behind new innovations (Cooper, p. 4).
Practice and feedback should be immediate for maximum effect.
Coaching and follow-up can help to identify areas of additional support.
Demonstrations provide teachers with a model of how to implement the strategy or tool.
Coaching and follow-up are critical to sustain the innovation.
Additional training should be provided for any areas identified as needing additional support.
Professional learning should be individualized to meet the unique needs of all teachers.