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Professional Development

Professional Development. R. Martin Reardon’s summary of Chapter 18 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 262-280. The Need for PD. > 85% of total school budget used to pay employees Analogy to automobiles: $30,000 investment Regular maintenance is essential

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Professional Development

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  1. Professional Development R. Martin Reardon’s summary of Chapter 18 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 262-280

  2. The Need for PD • > 85% of total school budget used to pay employees • Analogy to automobiles: $30,000 investment • Regular maintenance is essential • To run a new car into the ground is dumb • School Board invests $30,000 in new teacher… • Teachers receive little of substance from PD programs • Find avenues of growth outside “normal in-service” • Silently resistant to programs which lack “serious organizational plan” • Primary criticisms • “one-shot deals” • “no integration with a comprehensive plan to achieve school goals” Chapter 18: 9 slides

  3. Characteristics of Successful PD • Involvement of participants in planning, implementing, & evaluating programs • Based on schoolwide goals, but integrate individual & group goals • Long-range planning & development • Incorporate research & best practice on school & instructional improvement • Admin. support with time, resources, & involvement in planning & delivery • Adherence to principles of adult learning (e.g., from Ch 4) • Knowles: Andragogy: Adults… • Need to be self-directing • Bring an expansive reservoir of experience • Are motivated by need to solve real-life adult-developmental problems • Have performance-centered approach to learning • Are primarily intrinsically motivated Chapter 18: 9 slides

  4. Characteristics of Successful PD (ii) • Attention to research on change (especially addressing individual concerns; see Ch 21: Butterfly Effect in Classrooms) • Follow-up & support for transfer of learning to school/classroom • Ongoing assessment & feedback • Continuous PD as part of school culture • Just for fun, score your most recent experience on the above characteristics of PD (points/10) Chapter 18: 9 slides

  5. Integrating PD Across School, Group, & Individual levels • Broad Schoolwide: e.g. School Discipline • Different aspect in different groups • One group: Improving students’ respect for others • Another group: Improve students’ on-task behavior • Third group: Ways to encourage self-discipline: homework, studying for tests •  different PD across groups •  different PD for individual teachers …as members of different groups Chapter 18: 9 slides

  6. Alternative PD Formats • Many, many formats • Beginning Teacher Assistance Programs • Skill Development Programs • Teacher Centers • Teacher Institutes • Collegial Support Groups • Networks • Teacher Leadership • Teacher as Writer • Individually planned PD • Partnerships • Instituting Teacher Walk-Throughs • Lesson Study • District-wide, Site-based, Individually Planned Chapter 18: 9 slides

  7. Stages of PD • Compare to Concerns-Based Adoption Model (& Ch 21) • Orientation Stage • Begins with benefits, responsibilities, personal concerns • Failure to take teachers beyond orientation is one reason for ineffectiveness of PD • Integration Stage • Help to apply previous learning in class & school • Adapt learning to specific situations • Regular & effective use of the new learning • Refinement Stage • Continuous experimentation & reflection • Synthesize different types of previous learning • Note to self: Sign them up as staff developers! Chapter 18: 9 slides

  8. Nuts & Bolts • Prepare speakers by telling them exactly what they are expected to do • Check the facility beforehand for seating, media, acoustics • Provide refreshments & transition time at the beginning • Check the comfort of the room • Have materials ready & plan for dissemination • Have evaluation forms ready Chapter 18: 9 slides

  9. Extending the Concept from Just Pedagogy • Personal development • Better understanding of life cycle & transitions • Career development • Support for phases; assuming teacher leader roles • Moral development • Modeling compassion, equality, justice • School improvement (Assessment 2) • Provide teachers the capacity to implement change • Improvement of the teaching profession (Assessment 4) • Local implementation of new standards Chapter 18: 9 slides

  10. Teachers: Objects or Agents • Some pre-packaged programs have not returned expected results • More money to do it better? • Initial decision was right, regardless of effect? • Motivation of teachers based on • Choice • Responsibility to make decisions • The ideal in not teachers implementing someone else’s program, but implementing their own Chapter 18: 9 slides

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