efore you register for another workshop, consider the following. Despite the fact that workshops are the most popular form of professional development, the one-time workshop model’s track record for changing a teacher’s practice or impacting student achievement is abysmal. Why, you may ask? Research suggests that while workshops may be beneficial when part of a more holistic approach to learning, workshops offer little in regard to retaining information. Additionally, they generally don’t encourage more in depth learning nor do they provide ample time for practicing and implementing the strategies covered.  So this year, why not try something new? Here are two examples of innovative, more effective models of professional growth opportunities:

  • Peer-to-Peer: Teacher observation is one model of professional learning that "is key to supporting a new vision for professional development," explained Stephanie Hirsh, executive director of Learning Forward.  Not only is the observation of one another involved, but this model involves teacher teams that meet daily to plan joint lessons, examine student’s work, solve common problems, and provide regular feedback.
  • Flipped Professional Development: This model of PD combines face-to-face learning and interaction with technology. According to Kristen Daniels (2014), “Flipped PD puts the experts where they are needed most; next to the teachers during the design process and throughout the implementation of a project, while leaving instructional "how-to" information to digital content that teachers can access outside of coaching sessions.”

Rethinking Professional Development

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challenge

 

new classes

Dr. Daventia Lea

Director of Early Childhood Education

Hot off the press! New classes available for professional development in the Adventist Learning Community.

Winter 2017