Teacher Professional Development (TDP) Models

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Coaching > Forum > Teacher Professional Development (TDP) Models

Teacher Professional Development (TDP) Models
Cynthia Crump, Antigua and Barbuda, Member
I came across several teacher professional development (TPD) models outlining ways and means to engage teachers as learners on site. The one I find most useful is the observation/assessment model that might incorporate peer coaching or mentoring, but with the added benefit of sharing data and reflection to develop quality instructional practice.
 

 
TPD Observation / Assessment Model
COL SUNDER LALVANI, Coach, India, Member
Cynthia, I subscribe to your views. This model appears to much more effective and practical than the others.
 

 
Key Elements of Teacher Professional Development
Jaap de Jonge, Editor, Netherlands
Darling-Hammond, Hyler, and Gardner identified several key elements of effective teacher professional development:
  • CONTENT FOCUS. Provide professional development that supports specific instructional strategies in specific subjects. For example, an English language arts session might help teachers understand student metacognition as applied to Julius Caesar and help teachers structure lessons accordingly.
  • ACTIVE LEARNING. The theory of andragogy tells us that adults have a need to direct themselves, use prior experience, solve real-world problems, and to immediately apply new learning to current job responsibilities. Adults have an innate need for opportunities to develop autonomy, mastery, and purpose in their work.
  • COLLABORATION. Professional development that helps educators develop peer observation strategies, data teaming communication protocols, co-teaching models, and more.
  • USE OF MODELS AND MODELING. Just like a tell me, show me, involve me strategy can work with students, moving to modeling and application instead of "sit-and-get" lecture-based professional development can be powerful for adult learners.
  • COACHING AND EXPERT SUPPORT. Instructional coaching is a non-evaluative way to create opportunities for ongoing observation, feedback, reflection, and improved practice, whether provided by experienced colleagues or external consultants.
  • FEEDBACK AND REFLECTION. Providing teachers with substantive, specific, and timely feedback--and providing them with adequate time to reflect and act upon that feedback--is a best practice for instructional improvement.
  • SUSTAINED DURATION. The one-shot professional development session is the kiss of professional death when it's not paired with ongoing support and engagement. One workshop does not a major instructional initiative make. A strategic release over a period of time is much stronger.
Source: Linda Darling-Hammond, Maria E. Hyler, and Madelyn Gardner: "Effective Teacher Professional Development", June 2017
 

     
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