“All that is valuable in human society depends upon the opportunity for development accorded the individual.”
~ Albert Einstein
Curious about Teachers’ Professional Development (PD)?
Many parents seek to grasp the merits of teachers’ engagement in professional development experiences—sessions that typically occur while children are given time off school. Indeed, parents often wonder: What are PD workshops comprised of? What makes them worthwhile? What do teachers learn? How will teacher education processes occurring in my school district improve service provisions for my child and other students?
If you’ve ever wondered about the nature and advantages of teachers’ professional development sessions—and how they are (or should be) facilitated—it might be helpful to think about the points that follow here.
PD: What Matters?
“Professional learning is at the heart of teacher professionalism.”
~ National Association for Gifted Children (NAGC)
The core truth is that children benefit when educators are given ample opportunities to think constructively about learning possibilities, and to implement sound instructional strategies.
Here are seven fundamental considerations. (Although each is most fulsome when taken in its entirety, I’ve highlighted in italics several key words relating to what should be involved in PD.)
- Meaningful professional development does not occur in a vacuum. It often comes about as a result of advocacy efforts, and it requires involvement, collaboration, and support of principals and other members of a school’s administrative team.
- By listening carefully to parents and community advocates, principals are better equipped to enable educators to plan and implement well-designed programs.
- Teachers who feel that school principals and other administrators are encouraging their efforts feel more comfortable about examining their own practice in serving students, and trying out suggested or newly acquired strategies for empowering kids’ learning, and differentiating their instruction.
- In their National Standards document, NAGC recommends that administrators ensure that teachers have access to “sustained, intensive, collaborative, job-embedded, and data-driven learning.” In addition, administrators can arrange for resources, release time, and funding for continuing education efforts.
- Administrators have to be accessible, listen to teachers’ aspirations and concerns, and help to identify, understand, and plan for individual learning differences and means to address students instructional and other needs.
- Administrators should also connect regularly with one another to build better instructional and evaluative processes across schools and districts.
- Staying in touch with parents and advocacy groups is vital, and facilitates PD that is relevant. That is, it relates to what really matters, including being attuned to ongoing initiatives, and the priorities and pulse of the community.
Last Words
Does your child’s school give credence to these seven above-mentioned points? If not, consider talking with teachers, the principal and administrators, and other parents to see how to help make teacher learning opportunities in your district more meaningful, appropriately targeted, and robust. When parents are informed, and willing to advocate in positive ways, they can make a huge difference to the instructional offerings and educational dynamic in their community!
