Key takeaways
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Effective professional development is ongoing, relevant, and collaborative.
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Teacher voice and action-oriented outcomes are essential.
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A school’s PD system directly impacts teacher satisfaction, retention, and student outcomes.
In any profession, continuous improvement is critical to success. For educators, this is especially true because students’ needs continue to change. A systematic approach to professional development, coupled with an effectively implemented plan, can enhance teacher practice, improve student outcomes across academic areas, and positively impact job satisfaction for educators.
When evaluating what makes professional development effective, one question should be considered before any others. Does professional development contribute to improvements in student success? If the answer is yes, the current approach to professional development is an element of overall school success. If the answer is no, teachers and leaders have a clear mandate for change.
What is professional development for teachers?
Professional development for teachers is a system of structures and procedures that provide educators with the time and space necessary to improve their practices. Professional development, often referred to as PD, is not a one-time event, but rather an ongoing approach that can help teachers improve both their pedagogy and their content-specific knowledge.
Effective professional development requires an intentional framework to schedule time and provide resources to educators. Research shows that schools with robust systems to support teacher growth and development have an easier time retaining teachers. To provide successful professional development for teachers, there are elements that must be incorporated into any PD plan. These elements should be considered as the structures (i.e., scheduled sessions, coverage for teachers, purchased resources) and the procedures (i.e., collaboration, reflection, relevance) needed to build purposeful professional development.
- Â The professional learning must be sustained throughout the school year
- The professional learning must be relevant and job-embedded
- Â Teachers must remain active in decision-making related to their own professional development
- The outcome of professional development for teachers should be action-orientedÂ
- Each group of educators working as a team must consider whether they will focus on content or pedagogy
- The professional development structure must be collaborative and allow for meaningful feedback
School leaders should partner with teachers to identify the current approach to professional development within the school. Any PD should be measured against the elements listed above. With that information in hand, changes can be made or new structures created to build a professional development system that supports teacher skills and job satisfaction, and as a result, improves student success.
Why is professional development important in education?
Professional development is important in education because it is the foundation of continuous improvement for both teachers and students. A school that does not have clear structures for professional development or relies on occasional ‘sit and get’ PD sessions will face stagnation and teacher burnout.
The most recognizable purpose of a robust professional development plan will be improvement in student outcomes. Teachers consistently working together to use educational resources and implement high-impact teaching strategies will change classroom outcomes. This student success is the product of the improvement that occurs with teacher growth and feelings of job satisfaction.
When educators are treated as professionals and allowed to collaborate with their colleagues, they report a higher level of satisfaction at work. Types of professional development for teachers that are relevant and will lead to direct action are perceived to be an effective use of time. Also, when PD is driven by teacher input, the topics and strategies will be timely and meaningful. The collegiality and feedback that can be shared among educational professionals will improve skills in knowledge in the areas that are most vital to the specific needs of schools.
What are the common types of professional development for teachers?
The success of a professional development plan will depend on the structures and procedures in place. There is not one prescribed professional development routine that will work for all schools. Each school will need to consider the types of professional development that will meet the unique needs of the teachers. It is important to remember that often the structures are the same for all teachers, but the procedures allow for differentiation for teacher groups based on their specific needs.
Professional Learning Communities (PLC)
A professional learning community (PLC) is an identified group of educators who work together throughout the year with an identified common goal. It is that goal that will impact conversations and decisions about student success at each team meeting.
Presentations
A presentation is a method for sharing knowledge with a group of teachers. It is important that the presentation is timely and that educators leave with materials or skills that can have an immediate impact on their classroom practices. Â
Conferences
A conference is an event that includes multiple sessions available to educators. In-person conferences are ideal for access to new ideas that are not yet published or in wide practice. It is not feasible to send the full staff to a conference, so it is important to identify teacher-leaders who can help share the practices they learn with their colleagues.
Microlearning
Microlearning is a newer method to deliver PD that focuses on a singular fixed topic in a short amount of time. The sessions are most often recorded to be accessed at the convenience of teachers. This is a great way to share a new idea and leave most of the time for teacher conversation and application to real-life practice.
Online Courses
An online course can be a helpful resource when more in-depth information is needed. This might be an overarching topic, with different lessons introducing new information and new strategies. School leaders must consider how to provide time for teachers to complete their coursework as part of their contract hours. Â
Book Studies
A book study is another type of professional development that can expose educators to a substantial amount of information about one topic. If the topic is foundational to a school setting, such as developing relationships or building a culture, a book study could be used with an entire staff. More often, book studies are appropriate for a smaller group of teachers with a shared goal or need.
 School leaders and educators should be intentional when selecting the types of professional development for teachers. The key is to utilize any type of PD in a way that allows for ongoing collaboration, relevance, and feedback.
How to make professional development effective for your school?
To create an effective professional development plan for your school, you should work with a team of educators to consider the structures and procedures you will need to have in place.
- School schedule – You will need to set aside time for ongoing PD during the school day. Once a week is ideal, but the minimum should be once a month.
- Job-embedded – Regardless of the type of PD you select, it must be specifically related to the work of educators. Teachers will be the best source for a list of timely topics. Â
- Teacher voice – The group of educators participating in the PD must play an active role in decision-making regarding the PD’s purpose and the outcomes of the sessions.
- Collaboration – PD should not be a transactional event. There are times when explicit instruction is appropriate, but that should lead to time to discuss, process, and collaborate on the information that was shared.
- Feedback – One of the most underutilized methods of communication in the school setting is feedback. Clear, constructive feedback on the use of skills and practices introduced in PDs will enable lasting change.
- Content-focused or Pedagogy – Before any PD, the teachers or school leaders should decide if the topic will be content-focused or pedagogical. After the school year has begun, educators will most often select to focus on specific content. However, there are times when concentrating on a skill or strategy that transcends a grade level or content area can be impactful.
- Actionable – An educator leaving a PD, whether it was 15 minutes or a conference over several days, should have concepts or strategies that will immediately impact their practice, and by extension, the success of their students.
