Attend professional conferences Attend workshops & institutes Be coached by an expert Be mentored
Collect & analyze student data Conduct action research
Consult an expert Critical friends
Cross grade level meetings Develop curriculum
Do an independent study Do lesson study
E-mail correspondence with presenter
Examine student work Grade level meetings
Invite colleague(s) to observe &
debrief a lesson in your class Join a professional organization or network
Keep a reflection journal Listen to audiotaped presentations
Mentor another
Adapted from the works of Leslie J. Kernman, ASCD, D.L. Howell (2003), Rick Wormeli (2003)
Present mini-workshops to colleagues
Observe other teachers teaching Participate in a book discussion group
Participate in a research study Participate in on-line professional development
Participate on a school improvement team
Participate on a school or district level staff development
committee Peer coach
Peer observation & analysis Plan lessons with colleague(s) Present at conference(s) Read professional journals &
books
Review professional literature for effective practices
Shadow another educator Summer retreats
Take university courses
Videotape and assess your own lesson(s)
Visit school(s) with model programs
Write articles .
The major models of professional development are described in the research of Sparks and Loucks-Horsley (1989) and Drago-Severson (1994).
The major models include the following:
1. Training
Large group presentations and discussions
Workshops; seminars; demonstrations
Role playing; simulations and micro-teaching
Most cost-effective model for sharing ideas with large groups
Follow-up sessions and/or activities needed for successful implementation of new ideas
2. Observation / Assessment
Observing other colleagues
Being observed and receiving specific feedback from that observation;
Analyzing and reflecting on the feedback for valuable professional growth
Peer coaching; clinical supervision
Observations focusing on lesson design, instructional practices, or classroom management
Breaking down the isolation of teachers by having colleagues work together on shared improvement goals
Requires a time commitment from the observer and the one being observed
Observation process must be separate from the evaluation process 3. Involvement in a Development/Improvement Process
Review of curriculum; design a new program; strategies to improve instruction; solve an identified problem
Generally requires participants to acquire knowledge through reading, research, discussion and observation
Participants increase specific knowledge and skills and enhance ability to work collaboratively and share decision making
School-university partnerships are useful for these purposes 4. Study Groups
Groups focus on the same issues but each group selects a different aspect of the problem
Example:
Focus: Improvement of students’ written work
Group 1: investigates use of technology in teaching writing Group 2: investigates means of evaluating student writing and
providing feedback
Group 3: investigates ways of incorporating writing in math, science, and social studies
Groups share findings and recommendations with other staff members
Main functions are to study research and facilitate implementation of instructional strategies
Study groups bring focus to improvement efforts
Reinforce the idea that schools are learning communities for students and educators
5. Inquiry / Action Research
Based on belief that educators have the ability to formulate valid questions about their own practice and pursue objective answers to those questions
Assists educators in becoming reflective practitioners, systematic problem solvers, and better decision makers
Five Step Process for Inquiry / Action Research 1. Select problem or question of collective interest
2. Collect, organize, and interpret information related to the problem
3. Study relevant professional literature and research 4. Determine actions to achieve goals
5. Take action and document results 6. Individually Guided Activities
Individuals determine their own professional development goals and activities
Requires self-initiated learning and individual motivation
Flexibility and individualization are advantages
Portfolios used to document results
Four Steps to Individually Guided Activities 1. Identification of a need or interest
2. Development of a plan to meet the need 3. Learning activities
4. Assessment to determine if the learning meets the need
7. Mentoring/Coaching
Pairing of an experienced, successful educator with a less experienced colleague
Discussion of professional goals, sharing of ideas and strategies;
reflection of current methods, on-the-job observations and tactics for improvement
Mentoring relationships work best when both the mentor and colleague have similar professional responsibilities
Individualized approach to professional development
Provides an opportunity for life-long professional relationships
The models of professional development offer a variety of perspectives on improvement and the steady advancement of professional skills. A school professional development plan based on a combination of models can offer the advantages of several models (Guskey, 1996). For example, the use of study groups might lead to a training program. Or involvement in a development/improvement process might be followed by observation/
assessment or mentoring. Combining models is a highly effective means of providing professional growth that is ongoing and systemic.
Steps to Building a Sustained