Professional Development or Professional Distraction. Why quality CPD is critical and hard to get right

When it comes to the complexity of modern-day teaching, teachers bear the ultimate responsibility of shaping young minds. There are numerous approaches to achieve this, but at its core, teachers are responsible for imparting knowledge and nurturing the abilities of the students under their guidance.

To foster engaging, inspiring, and empowering classrooms, educators must continuously enhance their skills and knowledge. Thus, professional development is not an optional luxury; it is a fundamental necessity and a cornerstone of educational excellence.

Remaining up-to-date with trends and approaches in education is vital for teachers to adapt their practices to meet the shifting needs of their pupils. Whether it's integrating new technologies or embracing emerging teaching methods, professional development keeps us on the front foot when it comes to education and, ultimately, pupil outcomes.

Quality professional development enhances student engagement and equips students and teachers alike, to tackle the complex challenges of the 21st century. As Mary Kennedy stated, "Professional development that impacts teachers' instructional practices directly contributes to improving student achievement" (Kennedy, 2016). This growth cycle means that teachers' development and learning can directly enhance their pupils' chances of success.

Professional development for teacher’s own professional standing. It is equally as important for teachers to refining the core pedagogical skills essential for their teaching. Classroom management, curriculum design, and differentiated instruction all require regular fine-tuning, and though targeted, well planned and designed and timely professional development, all teachers can enhance their knowledge and ability to create richer, more dynamic learning approaches within their classrooms. Research supports this, as Darling-Hammond and colleagues found that “teachers who participate in sustained and intensive professional development are more likely to improve their teaching practices and, in turn, student performance” (Darling-Hammond et al., 2017). Not only are we developing teachers for the now, but also equipping them with the knowledge and skills to progress in their own careers, generating a production line of well trained, knowledgeable teachers who can take on more senior responsibilities and continue the cycle of development for new generations of teachers.

As Guskey (2002) pointed out, “meaningful professional development bolsters teacher confidence, and confident teachers are more likely to inspire and motivate their students.” Confidence in teaching begets confidence in learning and a confident teacher, equipped with key skills and knowledge, will be more resilient, more equipped and more motivated to treat their teaching as an ever evolving process.

However, not all professional development has the impact that it could. I am sure there are examples amongst the readers of this, that can remember seemingly meaningless, impactless sessions which struggled to impart either practical take-away knowledge, or theoretical substance. These sessions fill time, and little else, and we need to understand what these types of CPD look like, and how to avoid them.

CPD, In my opinion, should have five key components to it. Clearly not every type of PD will encompass every aspect, (especially if it is retrospective learning such as rewatching videos from webinars delivered in the past) but if schools can ensure that their professional development programmes aim to establish this as a baseline for quality, they are far more likely to provide the quality they are seeking:

Clear Learning Objectives: Teachers should understand the specific goals and outcomes of the session. This helps them focus their attention and measure their progress.

Engaging Activities: CPD sessions should be interactive and engaging. This could include group discussions, role-playing, case studies, or hands-on activities that allow teachers to apply new knowledge and skills.

Relevant Content: The content should directly apply to the teachers' daily work. This means aligning the topics with the current curriculum, teaching challenges, or emerging trends in education.

Opportunities for Feedback and Reflection: Teachers should have the chance to share their thoughts, ask questions, and provide feedback. This helps to clarify concepts, address concerns, and foster a sense of community.

Follow-up and Support: Effective CPD sessions don't end after the training. Teachers should have access to resources, support materials, or opportunities for further learning to reinforce the skills and knowledge gained.

Professional development is not a "nice-to-have" extension to a schools provision; it is essential. It drives educational progress, enabling teachers to adapt, innovate, and excel in their profession. By fostering a continuous learning and development culture, by structuring the professional development to ensure it is meaningful, timely, impactful and provides practical take-away actions for teachers, then schools can travel towards a future where teachers and students can thrive together.

References

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.

Fullan, M., & Hargreaves, A. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press.

Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching, 8(3).

Kennedy, M. M. (2016). How Does Professional Development Improve Teaching?. Review of Educational Research, 86(4).

Phil Mathe is the founder of #5MinPD, which provides timely, impactful professional development opportunities. It provides 5-minute PD on a range of topics for teachers to digest when they want, where they want. If you'd like to find out more, you can contact Phil today.