Research on professional development, has led to some clear findings. When teachers are passive participants in one shot” in-service training sessions where an “expert” exposes them to new educational ideas, there is little likelihood that it will lead to a significant change in instructional practice.
In fact, many teachers don’t even see a connection between these events and their instructional practice. Some important implementation considerations that need to be acknowledged are the following:
1. Professional development is not a one-time event but is instead ongoing and immersed in a strong support group of other learners who help and learn from each other.
2. Teachers and administrators must be involved in the planning and implementation of the professional development.
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3. Providers must incorporate research-based adult learning strategies that include hands-on, concrete activities that directly link to a participant’s every day responsibilities.
4. On-going support must be built in that allows participants to obtain clarifications and guidance.
5. Participant’s knowledge and skills are acknowledged and the professional development builds on those skills and knowledge in ways that neither “talk down to nor frustrate” participants.
6. Professional development is provided at times when teachers and administrators are able to focus on those tasks.
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In addition, research conducted by NCREL concluded that a research-based professional development framework can assist school leaders in the thoughtful planning, implementation, and evaluation of professional growth and development experiences. Five components that overlap, repeat, and often occur simultaneously were identified. They are:
1. Observing models and examples – Teachers study instructional examples in order to develop a practical understanding of the research.
2. Reflecting on practice – Learners analyze their instructional practice on the basis of new knowledge.
3. Changing one’s practice – New knowledge is translated into plans and actions for instructional change.
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4. Gaining and sharing expertise- Teachers continue to refine their instructional practice and share practical wisdom with their peers.