http://www.cord.org/uploadedfiles/HarwellPaper.pdf
The
chapter by Sun, Heath, Byron, Phlegar & Dimock (2000) outlined the planning
stages of professional development implementation within schools. They begin with establishing a survey system
to detail where teachers rate their needs and their skills they have. Within this step, creators of professional
development need to design and implement professional development that is
meaningful for teachers by offering both content and process. The plan must take “into account a range of
needs and circumstances, not just a list of workshops” (Sun, Health, Byron,
Phlegar, & Dimock, 2000, p. 104). As
the role of the coordinator, they also need to establish the timeframe of
implementation as well as determine technology competencies. Once these steps have been established, the
coordinator needs to determine the best model for the professional
development. The authors identify and
describe various models (Workshops, Learning Teams, Online, etc.) that could
incorporate professional development for teachers. The chapter further discusses a framework
and strategies for developing professional development.
In the article Teacher Professional Development: It’s Not an Event, It’s a Process
by Dr. Sandra H. Hawrell, she states that “providing teacher profession
development changes teacher behaviors in ways that lead to improvement in
student performance” (p. 1). She states
that in order to improve student achievement and performance, districts and
administrators need to provide “high-quality teacher professional development to
learn new strategies for teaching to rigorous standards” (p. 2). The article further identifies important
factors in establishing this high-quality teacher professional development by
administration support, context of professional development beneficial to the
changes in education, and teacher belief systems align with the changes and
standards. Dr. Hawrell also identifies
the need for strong content within the professional development and “should
always address identified gaps in student achievement” (p. 4). The content of professional development
“should center on subject matter, pedagogical weaknesses within the
organization, measurement of student performance, and inquiry regarding
professional questions that are relevant” (p. 4). The process should be “designed around
research-documented practices that enable educators to develop the skills
necessary to implement what they are learning” (p. 5).
Professional development needs to be
a yearlong process rather than a series of one-hit wonders. As districts survey, design, and implement
professional development that impacts student achievement, they need to ensure that
the professional development is conducive to teacher’s needs and goals that
will allow them to experience success within their classroom. When establishing professional development,
it should not be considered a task but rather a route that will and can greatly
impact both teachers and student achievement.
The methods of professional development should be created and
implemented with teacher skills and knowledge. There should be a survey to
assess the needs of the teachers then determine the mode(s) of professional
development. In addition to the
professional development, there needs to be a time for questions and evaluation
of the effectiveness of the professional development.
References:
Harwell, S. (2003). Teacher professional development: It’s not an
event, it’s a process. Retrieved from http://www.cord.org/uploadedfiles/HarwellPaper.pdf
Sun, J., Heath, M., Byron, E., Phlegar, J., &
Victoria, K. Chapter 4: Professional development planning. Retrieved
from http://www.seirtec.org/P2P.html
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