How We Boosted Our Teachers’ Engagement with Professional Development

Selen ?irin Dülger shares her personal experience of implementing a self-directed PD program in the Preparatory Program at ?zye?in University School of Languages (ScOLa), and explains why her team are so excited about the possibilities.?

There isn’t a one-size-fits-all for professional development. Each teacher’s journey is unique, shaped by their professional context, available opportunities and personal circumstances. This is where self-directed professional development (PD) steps in. Self-directed PD offers a sustainable approach to continuous career growth and brings benefits such as higher teacher motivation, improved well-being, increased confidence, and a greater openness to exploring PD opportunities.?

Taking charge of your professional development?

In my team at ?zye?in University School of Languages, we faced the challenge of finding the motivation to engage in various continuous professional development (PD) activities.?

Our existing approach lacked personalization and ownership at times, and I wanted to address these issues and empower the teachers to take charge of their own PD. Enter the Oxford University Press (OUP) position paper on self-directed PD—a real game-changer for us.

Transforming the approach?

“Professional development can be an individual undertaking in which the teacher determines the what, how, and why.” (Mercer, Farrell, Freeman, 2023 ,p.24)?

The OUP position paper, Self-Directed Professional Development in ELT, emphasizes individualized PD plans and teacher ownership, and this served as a valuable starting point for increasing teacher motivation for continuous professional development at our institution.?

Inspired by the position paper’s insights, we embarked on a journey to implement the self-directed professional development initiative as a strategy to enhance teacher development with a group of teachers at my university.??

We started the journey in September 2023 with my team of 10 teachers (instructors) from the ScOLa Preparatory English Program, using the framework set out in the OUP position paper to guide the teachers through each of the following steps to transform our approach:?

• Reflection and Goal Setting: The instructors reflected on their current practices and identified personalized goals. For example: what are my attitudes to professional development? What helps or hinders PD activity in my current context? What do I want to gain from this process??
• Resource Selection: Teachers chose relevant professional development activities. They were encouraged to choose activities which suited their particular preferences, and then to try these activities out with their classes.?
• Peer Collaboration: Our teachers teamed up with each other, collaborating on co-teaching, reflecting on practice, and sharing insights.??

Visible benefits of self-directed professional development?

Although we’re still implementing our plans, early observations have revealed exciting benefits.??

First of all, the most significant benefit of self-directed PD has been its contribution to increased teacher engagement and ownership. This is a direct result of the teachers having control over their professional development pathways.??

Additionally, self-directed PD allows customization. This has meant that teachers tailor their own development journeys to their individual needs and interests, allowing for personalized learning experiences.??

In our context, I have also observed that the teachers have benefitted from peer support and collaboration to implement their own PD plans. For example, the teachers have teamed up for co-teaching. I believe this emphasis on peer support and collaboration also contributes to a positive school climate.???

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Year-end goals?

Our overall goals for the program can be summed up as follows:?

• Improved Teaching Practices: We aim for tangible improvements in classroom instruction, benefiting student learning.?
• Autonomy and Confidence: Teachers will gain confidence, fostering autonomy in their professional growth.?
• Reflective Culture: We want self-directed PD to become ingrained—a culture of continuous improvement.?
• Teacher Retention Boost: Empowering teachers contributes to job satisfaction and retention.?

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Impact on our institution?

Our institution thrives on continuous development. Self-directed professional development aligns perfectly, enhancing collaboration and creating a vibrant, motivated teaching community. By introducing self-directed PD, we hope to be establishing a long-term and sustainable PD practice for our team.?

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Selen ?irin Dülger is an Instructor, and the Team Leader in the Preparatory Program at ?zye?in University School of Languages (ScOLa), Istanbul, Türkiye [Link School of Languages (ScOLa) | ?zye?in University (ozyegin.edu.tr)]?