No More ‘Sit and Get’: Rebooting Teacher Professional Development
This weeks module discusses the relationship between teacher professional development and student achievement. When teachers are provided time to collaborate and work together they are able to focus on how to better serve their students. One of this weeks readings states, “teacher professional development can improve student achievement when it focuses on teachers knowledge of the subject matter and how students understand and learn it.” (2005, p. 3).
The 2012 MetLife Survey of the American Teacher showed that educators who expressed a higher job satisfaction shared a common experience: They were more likely to have benefited from effective professional development opportunities and collaborative time with fellow teachers (Walker, 2013). Stephanie Hirsh, executive director of Learning Forward, an international association dedicated to improving educator and student learning states, unless professional learning is strengthened, teachers can’t be expected to develop and apply the necessary new skills and knowledge to improve student achievement (Walker, 2013, p.2).
In this article, the research shows, “in schools where professional learning is centered around job-embedded collaboration with a focus on student results, teachers feel less isolated and experience a greater sense of confidence and job satisfaction” (Walker, 2013, p.3). One teacher interviewed in the article feels that having time to share and collaborate with all of the other teachers at her school has made a big difference. She states, “the most valuable expertise we have is right inside our building and around the district. The best people we can learn from and help improve our practice are colleagues.” (Walker, 2013, p.2).
NEA President Dennis Van Roekel states, “ultimately, providing more effective professional development isn’t about benefiting teachers, it’s about benefiting students (Walker, 2013, p. 2).
References:
Teaching teachers: Professional development to improve student achievement. (2005). Research Points: Essential Information for Education Policy, 3, 1. Retrieved from http://blackboard.cuchicago.edu/bbcswebdav/pid-879802-dt-content-rid-3911384_2/courses/5220/5801_ImportedContent_20130823075615/AERA_Teaching_Teachers.pdf
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