When I first started teaching, the schools I worked at had little to no money available for its teachers to pursue professional development opportunities. While this was certainly not an ideal situation, my colleagues and I made do. We learned from each other. If I wanted to learn more about the Reader’s Workshop model of literacy instruction, I talked to the first grade teacher in my school who had been implementing it in her classroom for years. If a teacher wanted to utilize technology in their classroom, he or she sought me out for guidance. We capitalized on the resources available to us in-house as an educational institution. This worked for me as a young and developing educator. As I grew, learned more, and gained more experience, I craved more than what the teachers at my schools were able to teach me. I wanted to learn about new teaching practices that no other teacher in my school was aware of. I wanted to learn how to implement standards-based grading in my class, which no other teacher at my school was doing. I wanted something more than what my school offered. At first, I sought out books on the subjects for which I wanted to learn. Then, I ran out of books. Luckily for me, as I was growing, so too was the school at which I worked, which meant that there were funds available for professional development. So, I started attending conferences. I learned so much from the sessions I attended at the various conferences I went to over the years. They were so useful. I felt a bit like a dried up sponge before I started going to teaching conferences. Then, in a few short years, I was transformed into an overly moist and wet sponge, dripping knowledge from every nook and cranny. It was awesome!
As schools have evolved over time, so too have professional development models. While most schools have funds available for their teachers to attend conferences, workshops, and the like, some schools have switched back to in-house professional development for most teachers except those going through the self-evaluation process. Although reflection and self-evaluation are both vital processes to one’s success as a teacher and individual, this model of professional development makes it challenging for other teachers to grow and develop. So, to help all teachers feel as though they have access to professional development opportunities, some schools invite in speakers and have teachers read and discuss various teaching resources. This modification definitely helps all teachers feel included.
My school has moved to this model and I like it, for the most part. What I would like to see is more differentiation within the in-house professional development opportunities. Like snowflakes, no two teachers are exactly alike in their teaching practices or knowledge base. Therefore, schools should help meet all teachers at the level they are currently at. For example, my school recently spent a morning learning all about the neuroscience of education. A professor from a local college came to speak with us about this topic. While the information for some of my colleagues was useful, a fair amount of teachers at my school have taken courses in this very subject and are well-versed in how to support all types of learners based on brain science. For me and a few of my fellow teachers, this speaker did not provide us with new information nor allow us to explore and engage in areas of interest to us. Because of this, we extrapolated very little from this four-hour session. While my school was trying to do the right thing, they didn’t think about all of the teachers and their ability levels. They planned this workshop session for the average teacher. This seems a bit counter-intuitive to what we should be doing in the classroom as teachers. If we are expected to differentiate our instruction, then why isn’t the school doing the same for its teachers?
Wouldn’t it be great if professional development at schools was differentiated? Imagine this… “The topic for today’s professional development workshop is differentiation. For those who are new to teaching or unfamiliar with this concept, you will be participating in a session with an engaging presenter who will help you understand the concept and be able to effectively employ it in your classroom. For those who are already familiar with differentiation and utilize it in your classrooms, you will be attending a session of your choice based on your interest level within the topic. Option one will provide you the time and resources needed to update your lessons plans so that they all incorporate differentiation of some sort. Option two will be an interactive session on new technology applications used to differentiate instruction for students in all subject areas. And option three will be an open forum discussion on differentiation techniques that worked well or didn’t work well.” Doesn’t that sound amazing and wonderful? Teachers would receive training and support that is appropriate for the level at which they are currently working. I would love to be at a school that utilizes this model of professional development as I could more effectively grow and develop as a teacher. So, my question is, why don’t all schools employ this model of helping teachers grow and develop? Sure, it takes planning, but that’s what great teachers and schools do. So, why not try it? Why not best support and help all teachers at all schools around the globe? Let’s practice what we preach as teachers and meet students, or in this case educators, where they are so that we can best help them grow and develop as individuals. Let’s change the way schools help teachers grow and develop professionally.