Article Link:
The
article, “Teaching Teachers: Professional Development to Improve Student
Achievement,” discusses the changes and effectiveness in incorporating
professional development within school environments. As the
article suggests, professional development, when conducted in an effective
manner, can be successful for both classroom teachers and students. However, “to be effective, professional
development must provide teachers with a way to directly apply what they learn
to their teaching” (p. 2). Professional development must focus and align
with subject-matter content and teachers, provide opportunities for “real work
experiences,” provide sufficient time, and provide reliable evaluating systems
that will demonstrate the impact and provide feedback for everyone (p. 4).
Stanley
(2011) researched the positive and negative impact of collaborative teacher
study groups to help foster professional development. While her focus was incorporating music
teachers, her study can be applied to the inclusion of all teachers. Stanley examined elements and groups
characteristics that include: the length and quality of participant’s
commitments to the group; content-area knowledge and pedagogical skills;
teacher roles; the group’s mechanism, structure of conversations, and school support
(p. 74). Upon her research, Stanley
found that “professional development in teacher communities can be rich and
effective when it honors the expertise of its members” and addressees the
elements and characteristics of the included teachers (p. 77). When value is misplaced or respect is not
established, professional development and teacher communities are ineffective.
While comparing these articles, the
authors have valid points and applications towards implementation within a
school. However, for both to be
successful and effective, administrators and teachers must “buy-in” and allow
for changes within their practices. Both
professional developments and teacher groups must focus on specific skills
and/or strategies, allow for honest conversations, experience school support,
and have the ability to assess effectiveness for both teachers and
students. Although these ideas are ideal
for an effective school, it is the commit and value that is established by both
the administration and teachers to make it a success.
American Educational Research Association (2005). Teaching teachers: Professional development to improve student achievement. Research Points: Essential Information for Education Policy, 3(1), 1-4.
Stanley,
A. (2011). Professional development within collaborative teacher study groups:
Pitfalls and promises. Arts Education Policy Review, 112(2), 71-78. doi:10.1080/10632913.2011.546692
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