And How to Stop Neglecting their Learning Needs
Stephen
Parker, PharmD
PGY1
Pharmacy Resident
Children’s
National Medical Center
If educators
are expected to be able to adapt their teaching practices to the development of
new standards, to the emergence of new technology, to the discovery of new
subject knowledge, and to the creation of new teaching methodologies, then the
educators themselves should be afforded the opportunity to develop, acquire,
and hone new educational skills. Sadly, this is generally not the case;
systemically speaking, professional development for educators is poorly matched
to the learning needs of any adult, particularly one in a teaching position.
But what exactly can be done to remedy this unfortunate situation? Thankfully,
there is a growing body of research looking specifically at this issue.
What is the current
norm and why is this inadequate?
In a
nationwide survey of educators, more than fifty percent of teachers received 16
hours or less of professional development time in the last twelve months. In
order to detect a significant improvement in student learning, most teachers
require fifty hours or more per year to improve their skills.1 This
could be borne out of funding concerns, school understaffing/overcrowding, or
simply the continued pressure to meet educational standards increasing the
portion of time that both teachers and students spend in the classroom. Compared
to other nations, US teachers spend twenty percent more of their working time
inside the classroom, allowing less time to develop and improve curriculum,
collaborate with their peers, and develop themselves professionally.1
In
addition to the sheer lack of time spent learning, most educators receive
instruction in a mode that is not effective. More than 90 percent of teachers
receive professional development in the form of short-term, one-time
conferences or workshops, which present information in a primarily
lecture-based format, and the majority of teachers believe they have no
influence on the content of their professional development programs.1
This is in stark contrast to the principles of adult learning, which dictate
that the student should be involved in assessing their own needs, planning both
the teaching methods and content, and evaluating their own performance.2
Moreover, a one-time lecture on a method or philosophy is unlikely to change
teachers’ practice, or have any noticeable effect in the classroom.3
If the goal is to change (read: improve) an educator’s classroom practice,
simply learning about a new method is
far inferior to learning how to use
the new method, and being guided through its implementation.4
How can professional development
be improved?
In a
sweeping review of the literature on professional development, researchers with
the Learning Policy Institute have identified seven principles of effective
professional development:5
1.
The material should be content focused – the
most impactful development activities deal with the actual curriculum teachers
develop and implement.
2.
The delivery should allow for active learning
– this is in keeping with adult learning theory, acknowledging the educators’
independence and experience.
3.
The activities should be collaborative and
preferably job-embedded – learning and putting new teaching methods into
practice is more effective when peers work together, observe, and evaluate each
other, and when part or all of the process occurs in the classroom setting.
4.
The activities should include modeling – as
mentioned above, it is much more effective to be shown a new method than simply
lectured about one.
5.
The professional development should involve
coaching – as the educator begins putting what they have learned into practice,
having a more experienced coach to evaluate and provide feedback can be
critical.
6.
The cycle of professional development should
involve feedback and reflection – whether among peers or from a mentor or
coach, the improvement process is incomplete without feedback and further
change.
7.
Lastly, effective professional development
should be of sustained duration – adhering to all of the earlier principles
takes time, and frequent practice and reassessment is vital to successfully putting
into practice any new educational concept.
At
the very least, these principles should illuminate that the currently popular
model of two in-service days at a single point in the school year should be
promptly abandoned. But they also paint a picture of what an ideal program might
look like: a perpetual quality improvement project that lasts throughout the
year, and from one year to the next. Educators would be provided with
professional development opportunities that focus on developing improved
curricula, specific to their discipline, and with the ability to actively shape
their learning experience. Any absolutely new method would be modeled for them,
and they would be evaluated by a peer or a coach when they eventually implement
it themselves. There should be a continual cycle of feedback and improvement,
and all of this should be done with a spirit of collaboration, with groups of
colleagues learning together, and each teacher sharing what they have learned
independently.
References:
1.
Darling-Hammond L, Wei RC, Andree A,
Richardson N, Orphanos S. Professional learning in the learning profession: A
status report on teacher development in the United States and abroad
[Internet]. 36p. National Staff Development Council and The School Redesign
Network at Stanford University; 2009 [cited 2018 Oct 7]. Available from:
https://learningforward.org/docs/default-source/pdf/nsdcstudy2009.pdf
2.
Kaufman DM. ABC of learning and teaching in
medicine: Applying educational theory in practice. BMJ [Internet]. 2003 Jan 23
[cited 2018 Oct 7];326:213-6. Available from: https://blackboard.umaryland.edu/bbcswebdav/pid-1432444-dt-content-rid-6229988_1/courses/201809.pharm.phmy545.01/BMJ%20ABCs%20Learning%20Ed%20Theory.pdf
3.
Yoon KS, Duncan T, Lee SWY, Scarloss B,
Shapley KL. Reviewing the evidence on how teacher professional development
affects student achievement [Internet]. 62p. Regional Educational Laboratory at
Edvance Research, Inc.; 2007 Oct [cited 2018 Oct 7]. Available from: https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf
4.
Gullamhussein A. Teaching the teachers:
Effective professional development [Internet]. 4p. Alexandria(VA): The Center
for Public Education, National School Boards Association; 2013 [cited 2018 Oct
7]. Available from: http://www.centerforpubliceducation.org/research/teaching-teachers-effective-professional-development
5.
Darling-Hammond L, Hyler ME, Gardner M,
Espinoza D. Effective teacher professional development [Internet]. 76p.
Learning Policy Institute; 2017 June [cited 7 Oct 2018]. Available from: https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf
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