Stages of Professional Development

 Stages of Professional Development

“Good teaching is not an accident.  While some teachers are naturally more gifted than others, all effective teaching is a result of study, reflection, practice and hard work. A teacher can never know enough about how a student learns, and how the teacher's instruction can increase the student's learning. Professional development is the only means for teachers to gain such knowledge. Whether students are high, low or average achievers, they will learn more if their teachers regularly engage in high-quality professional development.” - Hayes Mizell

The effectiveness of professional development depends on how carefully educators conceive, plan and implement it.

The Professional Development Plan (stages):

 The purpose of professional learning is to help teachers develop the knowledge and skills necessary to help all students learn at high levels.  Planning effective professional learning begins with the examination of student achievement data to define student learning needs and then identifying the teacher knowledge and skills required to address those needs.   Teacher professional learning outcomes are defined in terms of improved professional practice, but the long-term goals focus on improved student achievement targets.  

1. Identify student and educator learning needs: The first step in the planning process is to identify student learning needs based on student achievement data. The next step in the process is to identify the learning needs of educators or teachers that will support these student learning needs.  Decisions about the knowledge and skills needed by teachers should be based on research and experience from practice. The student needs and teacher needs can be identified by reflecting by the teacher.

2. Identify learning outcomes, standards and observable/measurable evidence of change in teacher practice and student learning: The learning needs identified earlier are translated into specific expectations for professional learning.   Participation in effective professional learning may result in the following outcomes: • New knowledge ‒ mastery of content, understanding of diverse student learning needs and styles, knowledge of cross curricular content, etc.• New professional skills ‒ instructional skills, assessment skills, active engagement skills, effective communication skills, etc. • Application of new knowledge and skills.

 3. Specify the learning opportunities and sustained follow-up planned to support implementation: The plan should describe the professional learning activities and related follow up. Traditional workshops, conferences, graduate courses, or professional meetings are examples of professional learning opportunities that should be carefully planned. Effective professional learning typically includes a variety of opportunities for participants to learn and master new knowledge and skills.  Learning activities that engage teachers as active learners and problem- solvers, are most effective.  These learning activities include opportunities for teachers to practice new learning and skills with guidance from a coach; observe other teachers applying the new learning and skills; work collaboratively with other teachers; and receive constructive, reliable, and relevant feedback based on evidence to enable educators to adjust practice to meet expectations.  Professional learning typically extends over a relatively long period of time ‒ 6 to 12 months or longer.  This extended time allows many opportunities for the practice of new knowledge and skills, reflecting on practice, receive support via coaching, observing other teachers, collaborating with teachers.

4. Identify how professional learning will be evaluated: The learning process of teachers has to be evaluated. The Teacher Professional Development Evaluation Guide includes suggestions about: • Designing evaluations • Selecting instruments • Preparing the evaluation team • Collecting and analyzing data and • Recording

5. Implementing the Teacher competencies: Knowledge, skills and attitudes acquired through professional learning is implemented in the classrooms for higher student achievement. Teachers can reflect on the new practices and identify the new needs. Identification of the new needs of both students and teachers may lead to a new cycle of professional development.