TRENDS AND THE CURRENT STATE OF PROFESSIONAL DEVELOPMENT

Teacher professional development is a major focus of many systemic reform initiatives in education. Studies have shown that teacher success can be fostered through high-quality professional development that is sustained, connected to practice and school initiatives, focused on academic content, and supportive of strong working relationships among teachers. Three major goals of professional development include change in classroom practices of teachers, change in the attitudes and beliefs of teachers, and change in the learning outcomes of students (Guskey, 2002).

While there is a lack of rigorous studies and evidence of the impact that professional development has on student learning outcomes, there is evidence that focusing on subject matter knowledge (SMK) and pedagogical content knowledge (PCK) in PD programs is effective at positively influencing student learning. In fact, pedagogical content knowledge, including the knowledge of students’ misconceptions, is often thought to have the greatest effect on student learning.

We are starting to see more empirical evidence of the value of specific PD features. We are also seeing that the content of teachers’ professional development includes targeting improvements to content knowledge, pedagogical strategies, alignment of curriculum and assessment, and a range of other topics. More PD is being structured as “collective participation” so that teachers are participating alongside colleagues from their school and district with opportunities for ongoing collaboration (Garet, et al., 2001).

Professional learning programs are incorporating extended learning opportunities and sustained follow-up after a main PD event. Programs that have 30 or more hours of well-organized, carefully structured, purposefully directed, and SMK- and PCK-focus tend to be more effective over this time. However, if the time is not wisely used, we see no differences in the learning outcomes of students. Extended PD opportunities provide Professional Learning Communities and school-wide or district-wide teacher teams collaborative learning environments and ongoing support for professional learning, allowing for gradual integration of new teaching strategies and implementation of reformed learning strategies into classrooms.

ONLINE VS. IN-PERSON PROFESSIONAL DEVELOPMENT

Given the extent of websites and programs, it can be overwhelming and difficult to make sense of available Professional Development opportunities taking place across the country. Increasingly, online can offer a good choice, however, in-person can often be a better fit. The three types of online PD to consider are Synchronous (in real time, similar to a webinar or distance education course, virtual in-person setting); Asynchronous (self-paced, MOOC-like, discussion boards, etc.); and Hybrid (part of a larger PD, in-person with virtual collaboration between sessions). No matter which type of PD, one must consider his or her own learning goals and styles, but ultimately decide if online learning provides a benefit over in-person PD.