What I've Learned from Distant Colleagues
To fully understand the effects of professional development on teachers, it is helpful to look at the historical trends of teacher professional development over the last 20 years for background knowledge. It is also important to look at the best practice research that surrounds teacher professional development models. Finally, it is useful to research the way in which teachers (i.e. adult learners) learn in order to support the idea of job-embedded professional development.
The history of teacher professional development
Over the last 20 years, teacher professional development has changed and adapted to align to the current teaching trends and classroom environments. Beatrice Avalos found that from 2000 - 2010, the three main professional development goals in general focused on the process of reflection, learning how to use tools to facilitate teaching and learning, and mentoring beginner teachers. It aligned to a "sit and get" model of classroom instruction. However, the "Sage on the Stage" mentality was slowly moving toward the "Guide on the Side", and the trend in professional development reflected this.
Since 2010, we've seen a gradual shift in the classroom to an environment of personalized learning along with the implementation of educational technology threaded throughout teaching and learning. This shift has also brought forth several key changes in professional development and the creation of statewide initiatives to support these new theories of teaching and learning. The 2016 Top 10 in 10 Michigan Department of Education initiative supports these new professional development initiatives through Goal 2, Strategy 2.1, "Develop and implement a collaborative, integrated, and transparent P-20 personalized learning system for each student in districts and schools" and Goal 3, "Develop, support, and sustain a high-quality, prepared, and collaborative education workforce." The entire state education system has shifted into implementing these new goals and strategies, and this includes shift professional development models. Even teacher evaluation systems are being updated to include personalized learning evaluation and "assessing teachers' engagement in learning and collaboration to incentivize teachers' participation in job-embedded professional learning" (Coggshall, 2012).
More importantly, as research has shown positive student outcomes with personalized learning (Pane, 2015) and also with effective technology use (Lei, 2010), this has carried over into teacher professional development. In Michigan, statewide entities such as EduPaths, Michigan Virtual, and the REMC Association of Michigan have started to support online teacher professional development. A 2017 initiative with Michigan Virtual called, "MyPD" allows teachers to create their own informal online professional development experiences and earn 10 SCECHs. In this model, the teacher creates an action plan of what they will do to learn, advances through the learning process, documents their learning, and implements it into their classroom. It is a truly "personalized" experience.
Over the last 20 years, teacher professional development has changed and adapted to align to the current teaching trends and classroom environments. Beatrice Avalos found that from 2000 - 2010, the three main professional development goals in general focused on the process of reflection, learning how to use tools to facilitate teaching and learning, and mentoring beginner teachers. It aligned to a "sit and get" model of classroom instruction. However, the "Sage on the Stage" mentality was slowly moving toward the "Guide on the Side", and the trend in professional development reflected this.
Since 2010, we've seen a gradual shift in the classroom to an environment of personalized learning along with the implementation of educational technology threaded throughout teaching and learning. This shift has also brought forth several key changes in professional development and the creation of statewide initiatives to support these new theories of teaching and learning. The 2016 Top 10 in 10 Michigan Department of Education initiative supports these new professional development initiatives through Goal 2, Strategy 2.1, "Develop and implement a collaborative, integrated, and transparent P-20 personalized learning system for each student in districts and schools" and Goal 3, "Develop, support, and sustain a high-quality, prepared, and collaborative education workforce." The entire state education system has shifted into implementing these new goals and strategies, and this includes shift professional development models. Even teacher evaluation systems are being updated to include personalized learning evaluation and "assessing teachers' engagement in learning and collaboration to incentivize teachers' participation in job-embedded professional learning" (Coggshall, 2012).
More importantly, as research has shown positive student outcomes with personalized learning (Pane, 2015) and also with effective technology use (Lei, 2010), this has carried over into teacher professional development. In Michigan, statewide entities such as EduPaths, Michigan Virtual, and the REMC Association of Michigan have started to support online teacher professional development. A 2017 initiative with Michigan Virtual called, "MyPD" allows teachers to create their own informal online professional development experiences and earn 10 SCECHs. In this model, the teacher creates an action plan of what they will do to learn, advances through the learning process, documents their learning, and implements it into their classroom. It is a truly "personalized" experience.
The state of Michigan approved updated teacher certification renewal requirements in 2013 (Revised School Code, 380.1527). Previously, 180 SCECHs of outside professional development were required to renew a teaching certification. Currently, teachers can now use 150 SCECH or 150 DPPDs (district-provided professional development) to renew their certification each cycle. These renewals have other requirements depending on the which renewal the teacher is seeking (provisional, professional, advanced professional, et al), but in terms of professional development hours, this is a significant update. Teachers no longer need to leave their buildings to renew their certificate and are using what they are already required to attend by their contract as their hours for state renewal. At times, this may prevent teachers from going outside their community for professional development. As you'll see below, networking with a broader education community is one of the many benefits of external professional development, and this new law may decrease this interaction.
Teacher professional development models
There are several general categories of teacher professional development which can take on many models based on the needs of the teachers and facilitators. The three categories that are most commonly used are: Standardized, Site-based, and Self-directed (Gaible, 2005).
There are several general categories of teacher professional development which can take on many models based on the needs of the teachers and facilitators. The three categories that are most commonly used are: Standardized, Site-based, and Self-directed (Gaible, 2005).
Gaible and Burns (2005) speak of these categories in-depth when discussing models of technology professional development for teachers. Standardized professional development is described as that which focuses on giving teachers information quickly and succinctly. This usually warrants little follow-up from the facilitators and little follow through from the attendees, but can be helpful for teachers to expose them to new ideas and networking. Site-based professional development focuses on change over a period of time within a school community, and allows teachers to focus on specific issues within their own environments, often with collaboration from peers. However, this type of professional development is very time and labor-intensive, and in the current educational climate of teachers feeling as though they have a new initiative thrown at them every week, it is hard to sustain with integrity. Finally, self-directed professional development allows teachers to determine their own goals and pick activities which will help them achieve these goals. Many teachers do this already without labeling it, and this type of professional development works well for teachers who are self-motivated and interested in challenging themselves (Beach, 2017). However, for teachers who do not have a basic skill-set for which they are researching, it can be frustrating and of little benefit to participate in this model .
The International Society for Technology in Education (ISTE), released a set of educator technology standards in 2017 that utilize best practices in technology professional development. Two examples that fit into this new personalized learning model of professional development include 1a, "Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness" and 1c, "Stay current with research that supports improved student learning outcomes, including findings from the learning sciences". It speaks of teachers continuously improving their practice by participating in learning communities outside of their school, evaluating and reflecting on current research of technology implementation practices including resources and tools, and continuously contributing to the knowledge-base of the peers in the area of educational technology. These standards are will continue to be applicable because they focus on genuine foundational skills, and not simply surface-level ability.
The International Society for Technology in Education (ISTE), released a set of educator technology standards in 2017 that utilize best practices in technology professional development. Two examples that fit into this new personalized learning model of professional development include 1a, "Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness" and 1c, "Stay current with research that supports improved student learning outcomes, including findings from the learning sciences". It speaks of teachers continuously improving their practice by participating in learning communities outside of their school, evaluating and reflecting on current research of technology implementation practices including resources and tools, and continuously contributing to the knowledge-base of the peers in the area of educational technology. These standards are will continue to be applicable because they focus on genuine foundational skills, and not simply surface-level ability.
ISTE Standards · Educators
ISTE Standards for Students, ©2017, ISTE (International Society for Technology in Education), iste.org. All rights reserved.
ISTE Standards for Students, ©2017, ISTE (International Society for Technology in Education), iste.org. All rights reserved.
As early as the 1980's, studies were being released that highlighted PD that focused on foundational practices such as "implementation of research-based instructional practices, involved active-learning experiences, and provided adaptable practices to their classrooms", improved student learning outcomes (Guskey, p. 496). Laura M. Desimone also discusses in "Effects on Professional Development on Teacher's Instruction", when active-learning strategies are utilized in PD, this increases teacher usage in the classroom. Other key factors from Guskey's research that improved student learning outcomes when teachers participated in professional development were: time well spent, following up with teachers, and increasing teacher's pedagogical content knowledge. As Penuel (2007) states, "local context and implementation fidelity" are an important aspect of teacher learning. Finally, it is important to bring up that longevity of professional development initiatives plays a positive factor in "depth of teacher change" (Garet, 2001). And finally, Katrien Vangrieken (2017) states that success also depends on supportive leadership, group dynamics and composition, and trust and respect in her article on teacher communities,
These are all factors that are research-based and proven to be effective. However, from personal experiences, these factors are very often not taken into consideration when administering or planning professional development within a school district. There are countless models of professional development that are utilized that would be much more effective if they took the previous findings into consideration. For example, workshops, observing teachers in other classrooms, studying lessons and receiving feedback from colleagues, book studies, professional learning communities, job-embedded professional development, grade-level collaboration, coaching, individualized instruction, external workshops, conferences, et al, should be included in professional development models that could all work. However, without the factors mentioned above (appropriate time allocated, follow up, increasing pedagogical content knowledge or the art of teaching their content area, et al), these models fall short of having a true impact on student learning outcomes.
These are all factors that are research-based and proven to be effective. However, from personal experiences, these factors are very often not taken into consideration when administering or planning professional development within a school district. There are countless models of professional development that are utilized that would be much more effective if they took the previous findings into consideration. For example, workshops, observing teachers in other classrooms, studying lessons and receiving feedback from colleagues, book studies, professional learning communities, job-embedded professional development, grade-level collaboration, coaching, individualized instruction, external workshops, conferences, et al, should be included in professional development models that could all work. However, without the factors mentioned above (appropriate time allocated, follow up, increasing pedagogical content knowledge or the art of teaching their content area, et al), these models fall short of having a true impact on student learning outcomes.
Adult learners
When looking at the adult learner, there is much that can be taken from the idea that adults learn differently than when they were in preK-12 education (Kuhn, 2006). Andragogy, the theory of adult learning, was first introduced by Malcolm Knowles and is now a widely accepted as theory of practice to teach adult learners. Andragogy includes several key assumptions: Adult learners are generally self-directed; Adult learners have a lot of life experiences that should be utilized in learning; Adult learners are more likely to learn when it is applicable to their real-life situations; Adult learners choose education because they feel it will help them to live a more well-rounded life. For this reason, learning should focus on competencies that will best help them achieve a more well-rounded life (Knowles, 1970).
As Malcolm Knowles states in The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development, however, instructors and facilitators to adults should "accommodate differences in abilities, styles and preferences." Just as he talks about the key assumptions above, it is important to remember that each learner brings to the table a different set of life experiences. It is also important to look at differences in mental health, learning style preference, personality, and prior knowledge each of our participants brings to the learning experience.
In the article, "Reexamining Theories of Adult Learning and Adult Development through the Lenses of Public Pedagogy," Sandlin (2013) discusses adult learning as it takes place outside of formal institutions in the form of what is termed "public pedagogy". Public pedagogy refers to "various forms, processes, and sites of education and learning that occur beyond the realm of formal educational institutions—including popular culture, informal educational institutions and public spaces, dominant discourses, and public intellectualism and social activism" (Sandlin, 2013). Public pedagogy is an excellent theory to bring up as this is a common way that teachers already increase their pedagogical content knowledge. Outside of the classroom and educational professional development world, teachers are using social media such as Twitter and participating in twitter chats (examples include the #miched chat on Wednesday nights at 8pm, or a countless number of content-based chats for teachers), Facebook groups to communicate with other teachers around the world (BreakoutEDU or Hyperdocs are two examples of teacher groups), attending edCamps in local communities, and participating in P.L.A.Y.D.A.T.E.S. These are all examples of public pedagogy and a shift in teacher professional development.
When looking at the adult learner, there is much that can be taken from the idea that adults learn differently than when they were in preK-12 education (Kuhn, 2006). Andragogy, the theory of adult learning, was first introduced by Malcolm Knowles and is now a widely accepted as theory of practice to teach adult learners. Andragogy includes several key assumptions: Adult learners are generally self-directed; Adult learners have a lot of life experiences that should be utilized in learning; Adult learners are more likely to learn when it is applicable to their real-life situations; Adult learners choose education because they feel it will help them to live a more well-rounded life. For this reason, learning should focus on competencies that will best help them achieve a more well-rounded life (Knowles, 1970).
As Malcolm Knowles states in The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development, however, instructors and facilitators to adults should "accommodate differences in abilities, styles and preferences." Just as he talks about the key assumptions above, it is important to remember that each learner brings to the table a different set of life experiences. It is also important to look at differences in mental health, learning style preference, personality, and prior knowledge each of our participants brings to the learning experience.
In the article, "Reexamining Theories of Adult Learning and Adult Development through the Lenses of Public Pedagogy," Sandlin (2013) discusses adult learning as it takes place outside of formal institutions in the form of what is termed "public pedagogy". Public pedagogy refers to "various forms, processes, and sites of education and learning that occur beyond the realm of formal educational institutions—including popular culture, informal educational institutions and public spaces, dominant discourses, and public intellectualism and social activism" (Sandlin, 2013). Public pedagogy is an excellent theory to bring up as this is a common way that teachers already increase their pedagogical content knowledge. Outside of the classroom and educational professional development world, teachers are using social media such as Twitter and participating in twitter chats (examples include the #miched chat on Wednesday nights at 8pm, or a countless number of content-based chats for teachers), Facebook groups to communicate with other teachers around the world (BreakoutEDU or Hyperdocs are two examples of teacher groups), attending edCamps in local communities, and participating in P.L.A.Y.D.A.T.E.S. These are all examples of public pedagogy and a shift in teacher professional development.