Print  |   Bookmark 

April 18, 2010 - by Sheila Fernley

A Framework for Planning Meaningful Professional Development

What do teachers think about professional development?

According to a 2001 survey from the National Center for Education Statistics, only 18 percent of teachers felt that the training they received was connected to their school’s improvement activities. Teachers who reported that professional development significantly improved their teaching ranged from 12 percent to 27 percent.

Building a Framework

For professional development to be effective, a school or district needs to develop a plan that ties professional development activities to school improvement goals. The plan should also ensure that practices learned are implemented with fidelity and that outcomes are measured and analyzed.

Consider the following steps for building such a framework:

Step 1 - Establish a Professional Development Team
Share the responsibility for identifying needs, planning activities and evaluating outcomes.

Step 2 - Identify Needs
The team should ask the following questions:

What do students need to know and be able to do?
What do teachers need to know and be able to do?
Do needs vary from grade level to grade level and classroom to classroom?

Different groups (students, teacher and parents) may have different needs.

Step 3 - Collect and Analyze Data
Quantitative and qualitative data must be collected and analyzed. Data should be disaggregated to pinpoint gaps that may exist.

Consider creating graphical representations of data, posted in a location that can provide an overview of the “big picture.” Catapult Learning refers to the posting and discussion of data in this manner as a “gallery walk.”

Step 4 - Identify Gaps
After analyzing data, the professional development team should identify gaps and hypothesize reasons for these gaps.

Step 5 - Prioritize Focus
It is likely that such a process will uncover many areas where professional development is needed. Don’t try to take on too much. Prioritize the areas that are critical to achieving your school improvement goals and high-level needs.

Step 6 - Select the Best Approach
Separate those areas that are best addressed by professional development from those that should be addressed by changes in curriculum, scheduling or other non-PD solutions.

Step 7 - Specify Format & Content
Determine the best format and content for the professional development activities. Make sure that practices are research-based.

Step 8 - Plan the Activities
Professional development schedules should be planned well in advance, providing opportunities for practice and reflection. Of course budgets impact decisions; however, try to find ways not to compromise on those areas of professional development that are critical.

Step 9 - Identify Participants
Determine who needs to participate in professional development activities. Not all faculty and staff need to participate in every workshop, coaching or other professional development activity.

Step 10 - Leader’s Role
Determine how the principal will be involved in professional development activities. Consider what the school-based leader may need to know or do to support implementation of professional development.

Step 11 - Identify Outcomes
Identify observable and measureable outcomes of each activity. It may be necessary to establish benchmarks for some approaches such as differentiated instruction or Response to Intervention. Establish timelines when outcomes will be met.

Step 12 - Determine Evaluation
As you think about the evaluation plan, it is important to think about the evaluation results, too. Who will gather the results? Who will use the data? How will it be disseminated?

Step 13 - Plan Next Steps
Disseminate information among all stakeholders. Make sure that the information is such that it can be understood by each stakeholder. Based on the outcomes, determine future professional development or next steps that need to be taken.