As a school superintendent, it is my responsibility to ensure that our principals, teachers, and central office staff have the latest skills and knowledge to create a proactive and informed learning environment for our students. Ongoing professional development (PD) remains paramount in an industry as multifaceted and ever-changing as education. However, the quality of such instruction is crucial, as it can quickly create a countereffect if mishandled.
Districts can avoid these pitfalls by taking a more mindful, value-focused approach to development options, establishing a training framework that reflects the classroom, emphasizes practical instruction, and facilitates the proper implementation of learned strategies. These approaches apply to several crucial education facets.
Principals
Professional development for principals must focus on leadership skills, instructional coaching, and strategic planning. For instance, principals should receive training in the latest research-based strategies for improving teacher effectiveness, which they can then use to coach and mentor teachers in their schools. They should also receive training on data analysis and interpretation, as well as in the creation and execution of school improvement plans.
To ensure effective professional development for principals, it is crucial to provide opportunities for collaboration and peer-to-peer learning. Principals can share best practices and strategies and learn from one another’s experiences. By facilitating this kind of learning, we can help principals develop the skills and knowledge necessary to effectively lead their schools.
Teachers
Professional development for teachers should enhance their content knowledge, pedagogical skills, and ability to differentiate instruction. For instance, teachers should receive training on the latest research-based strategies for improving student engagement and learning outcomes. They should also receive training in the use of technology to enhance instruction and improve student learning.
To ensure effective professional development for teachers, it is crucial to provide opportunities for collaboration and peer-to-peer learning. Teachers can also learn from one another’s experiences. Additionally, professional development should be personalized, with teachers having a say in their learning choices. By facilitating this kind of learning, we can help teachers develop the skills and knowledge necessary to meet the needs of their students.
Central Office Staff
Professional development for central office staff should enhance their ability to support schools and teachers. For instance, central office staff should receive training in the latest research-based strategies for improving teacher effectiveness and student outcomes. They should also receive training in data analysis and interpretation, as well as in the use of technology to support teaching and learning.
To ensure effective professional development for central office staff, it is crucial to provide opportunities for collaboration and peer-to-peer learning. By facilitating this learning, we can help central office staff develop the skills and knowledge necessary to support our schools and teachers effectively.
Overall
Above all, PD is only worthwhile if paired with a sensible runway for implementing new training; this is a common pain point for many teachers, who, for instance, may support and understand new curriculum changes, but feel ill-equipped to apply and maintain them with a quick turnaround. Administrators can curb this issue with clear, concise, and classroom-conscious timelines for intended training outcomes; this instills a sense of accountability and teamwork – but in a digestible, feasible manner.
Development sessions can also benefit from personalization via staff input and participation, as noted in an assessment by Hanover Research:
“Teachers are more satisfied with their professional development when they have a say in their learning choices. Yet, nationally, nearly one in five teachers never have a say in their professional development, and fewer than one in three choose most or all of their professional learning.”
True PD centers on the trends, techniques, and issues that are most relevant to a school district’s regular obligations and challenges. Value, in this sense, reflects not only the curriculum but also peripheral matters like student de-escalation, social consciousness, behavior management, and childhood trauma. A 2019 study on professional development in education underscores the need for this integrated approach, concluding that “The more embedded [PD] is in the organization and culture of a school, the more sustainable impact it has, moving schools towards a culture of professional learning and collaboration.”
PD agendas must, therefore, synthesize both in-classroom and out-of-school variables to facilitate a more realistic, helpful experience for participating staff. This process starts with an all-encompassing, mindful approach to seminar construction, focusing on crucial factors like daily time constraints, potential behavioral hurdles, and student attention spans when training new methods and concepts. This approach ensures the lesson is practical and applicable in real-world scenarios, preventing its dismissal or mishandling.
However, PD is only worthwhile if paired with a sensible runway for implementing new training. This is a common pain point for many staff members who may support and understand new curriculum changes, but feel ill-equipped to apply and maintain them with quick turnaround. As administrators, we can curb this issue with clear, concise, and classroom-conscious timelines for intended training outcomes. This instills a sense of accountability and teamwork in a digestible, feasible manner.
Professional development is crucial for the success of our schools, but only if it is handled properly. By taking a mindful and value-focused approach to professional development, we can cultivate a culture of professional learning and collaboration that benefits our principals, teachers, and central office staff, and ultimately, our students. Providing opportunities for collaboration and personalized learning choices, along with a sensible implementation plan, can help ensure that professional development is effective and sustainable, positioning our staff to do their jobs better and improving student outcomes.
