Synthesis
One of the connections I saw between the two readings was
that high-quality professional development should be a “sustained, intensive
process” (WSQ 125). As the article stated, “the value of maintaining focus”
cannot be understated (561). I think that’s really important, since I feel like
most professional development is just a quick strategy or method that teachers
are expected to implement. Even the professional development that allows for
flexibility and individualization seems to be a quick “here you go, good luck!”
approach, and I just don’t think that’s as effective as it should be.
Another important connection I noticed was the emphasis
placed on professional development that gives “teachers a voice in both the
content and the process of professional development” (WSQ 125). It’s like how
in the program that the article describes, the teachers were “given permission
to modify lessons and ask questions about the entire instructional model” (555).
The teachers have control over what they implement and how they implement it;
the professional development is a tool for them to use as a framework and a
foundation, but they can tailor it to their own needs and contexts.
I also noted that there was a common theme of teachers’ need
for “supportive follow-up” throughout the professional development process (WSQ
125). According to the article, teachers should be given “time to talk with
their peers and develop their expertise in decision making” (561). I feel like
this is very important and often overlooked. I have had administrators ask us
to tell them how we’re implementing things we learned about in professional
development, but there was no real feedback or dialogue about it after the
workshops/presentations/etc.
Relevance
I think my biggest take-away from our conversations and from
our readings is that you need to balance different types and aspects of
professional development so as to best serve everyone’s needs over a long
period of time. I would like to mention a couple of specific things I’m
thinking about, though. For my professional development plan, I definitely want
to include some sort of “peer support” in nearly every aspect of the professional
development (WSQ 127). My co-workers expressed a great interest in types of
professional development that allow for discussion, collaboration, etc. One
element they didn’t mention is feedback, and I think that is also an important
component of peer support. I would also love to do “threaded discussions and
forums via email or an online platform,” although I feel like my particular
school would be a little hesitant about doing that (127).
Questions
- If professional development is supposed to be sustained and focused over a long period of time, is that professional development or program improvement? I’ve got the distinction on the brain since we talked about it tonight.
- How could you incorporate online discussion into professional development with a group that is reluctant about technology? Or would you eschew that altogether?
Your first question is a good one, Angela. I wonder if it's fluid? When the program begins it could be started as a professional development, but as time goes by and the focus shifts from implementation to sustainment and improvement it becomes program improvement? I thought I understood the difference, but I see your point, and I could see where the distinction between the two isn't clear.
ReplyDeleteThat is a good way of thinking about it! I think you might be right. Personally, I'd prefer it if that's how professional development usually worked. Dr. Beach, what do you think?
DeleteMelissa (or anyone who wants to jump in), how do you think we could take a typical professional development scenario (perhaps a single day with a whole-group presentation followed by a workshop) and transition that into a program improvement situation?
Angela, It could be either, actually. I think if it started as PD where a group of teachers wanted to learn new teaching strategies or organizational structures, it starts as PD. It moves into program improvement if the group of teachers then looks at how what they are learning might make the whole program better. It starts as program improvement if the PD comes about because there are problems with student learning. The article is really an example of starting as program improvement using PD. As for the other question you had in response to Melissa, adding in coaching, teams looking at data or planning together are a couple of ways that would work.
ReplyDelete