TEACHER DEVELOPMENT

Teacher Professional Development: Igniting Excellence in Education

12 February 2024/ By Zineb DJOUB

The core purpose of education today is to provide high-quality learning experiences and opportunities for students to grow to their potential. Teachers are no longer the sole dispensers of knowledge, but they are facilitators, guiding students in their social, cultural, physical, and moral development. Therefore, teachers’ growth and development are key to improved learning. So, what is teacher professional development, why is it important, and how does it function?

What is teacher professional development?

Different terms of professional development have been used, such as staff development, in-service, training, professional learning, or continuing education.

Regardless of the term employed, the objective of teacher professional development is to enhance the learning experience for both teachers and students.

As Avalos (2010) defined it, “professional development is about teachers learning, learning how to learn, and transforming their knowledge into practice for the benefit of their students’ growth” (p.10).

So, it aims to assist educators in refining and advancing both their personal (moral qualities) and professional (encompassing subject and pedagogical knowledge) development, ultimately enhancing student achievement.

Teacher professional development encompasses processes and activities intended to boost or refine the job-related knowledge, skills, or attitudes of educators.

Such planned activities or processes may include individual development, continuing education, and in-service education, as well as curriculum writing, conferences, workshops, peer collaboration, study groups, independent reading and research, and peer coaching or mentoring.

This means that teacher professional development involves both formal and informal learning experiences (inside and outside the school) throughout one’s career.

Why is teacher professional development important?

Teaching is more demanding today than ever before. So, teachers’ growth and development are key to improved learning as Sparks (2012) argued, “Quality teaching makes a difference in student learning… The professional learning of teachers is a central factor in determining the quality of teaching” (p. 1).

Research evidence suggests that teachers’ growth and development impinge upon student learning and achievement in particular and school improvement in general.

So, systematic upgrading and training programmes for teaching staff are necessary for teachers to maintain and upgrade their skills and to incorporate effective procedures.

However, teacher professional development serves not only to improve their competency, and readiness to adapt to change and innovate, but is also a resource of satisfaction derived from their involvement in change and a motivational factor propelling them to actively contribute to the school’s development (Bradley, 2015).

Indeed, such ongoing learning experience can provide insight in addressing continuing social complexities in school work and it can be a means of self-renewal (Wideen, 2015).

So, professional development experiences are opportunities for teachers’ professional and personal growth. They can help boost their self-confidence, motivation, resilience, and adaptability to change and so enhance their well-being.

Teachers’ ongoing learning is also a source of inspiration for students. It is our responsibility to serve as positive role models, cultivating a passion for learning that extends beyond the school environment.

Types of teacher professional development

# In-service training programmes

These training sessions are provided within the school or district in the form of workshops and seminars. They are conducted by an expert with a clear set of objectives or learning outcomes. The latter involves awareness, knowledge, or skill development. For instance, a teacher training programme focusing on integrating technology effectively into K-12 classrooms.

# Mentoring

Mentoring involves older or more experienced teachers guiding and assisting younger or novice teachers in all areas of teaching. Activities include classroom observations, coaching, feedback, and collaborative teaching.

While mentoring does not always involve formal agreements or structured meetings, the relationship between the mentor and the mentee fosters accountability as both parties strive for common goals and professional development.

# Schools’ development or Improvement Programmes

These programmes are meant to enhance various aspects of a school’s functioning, leading to improvement in student learning achievement, teacher effectiveness, and the school community’s well-being. This is through professional development workshops, coaching, and mentoring.

Not only teachers and administrators are involved, but some programmes require students’ and parents’ active participation.

Schools’ development programmes include, for instance, curriculum planning, school culture and climate improvement, leadership development, parent and community involvement, and student support services.

# Professional Development Schools

A Professional Development School is a partnership between a university or college and a K-12 school or school district. The primary goal is to create a symbiotic relationship where teacher candidates, experienced educators, and university faculty collaborate to enhance teaching practices, improve student learning outcomes, and foster community engagement.

A Professional Development School example is Florida State University Schools (FSUS)

# Professional learning communities

A professional learning community is an ongoing process in which educators work collaboratively to enhance students’ learning in a constructive and sharing environment. To learn more about the key characteristics of these communities and their significance, check out this post: Professional Learning Communities: Meaning and Significance.

# Individually guided development

As educators, we can independently pursue professional development opportunities. There are a variety of flexible learning options that can help us individualize our professional growth. We need to reflect on our needs, set our goals, and select the activities that would help.

Self-directed learning activities include:

• individual reading about education,
• action research, investigating a classroom issue, or trying out a new teaching technique/method,
• book clubs, a group of teachers reading and discussing a book on innovative classroom practices,
• participating in education conferences/seminars,
• ongoing reflection by using journals, portfolios, and video/audio self-assessment,
• taking online courses, college/university courses, and workshops to learn more about a subject.
• participating in virtual teaching forums or networking with educators on social media platforms.

 

Teacher professional development is the cornerstone of educational excellence. By engaging in ongoing learning and growth, we are not only committed to our personal and professional growth but also empowering students to learn at their best. So, let’s continue our journey of growth and improvement to inspire and shape the future generation.

References

Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.

Bradley, H. (2015). Staff development. UK: The Falmer Press.

Sparks, D. (2012). Designing powerful professional development for teachers and principals. http://www.nsdc.org/sparksbook.html

Wideen, M. F. (2015). Perspectives on staff development in developing countries: A personal view. The Journal of Educational Administration, 26(3), 382-392.