Professional development can be provided in a variety of ways: peer coaching, conversations across grade levels, workshops, in-services, observing, and more. No matter the format in which it is delivered though, there are some important components and characteristics that make professional development highly effective.
Not all professional development is equal and Lyons and Pinnell (2001) outline 8 principles to consider when teaching adult learners, such as in professional development with teachers. These principles are rooted in the constructivist teaching theory and can be meaningfully applied to the planning and organizing of professional development opportunities (Lyons & Pinnell, 2001). I will comment on each principle and its connection to the characteristics of adult learners and teacher professional development.
Principle 1: Encourage Active Participation
Although there is some room for lecture and presentation in teacher professional development, there should be a great amount of teacher involvement and active discussion in order for it to be highly effective. Any presentations should be very focused, brief, and still foster active participation (Lyons & Pinnell, 2001). The same strategies and approaches we use to engage our own students, should be used in teacher professional development.
I attended the Happy Go Teach conference put on by Kayla Delzer and Jen Jones. This day of professional development was extremely interactive and even began with a morning meeting, just as teachers use in their own classrooms. The goal was not to provide “sit and get” professional development, but to teach teachers as we teach our students. This day was full of meaningful learning for me, that I could directly apply to my own classroom. This conference met my own high expectations I had going in to the workshop, which encouraged me even further. Adult learners often have high expectations because they have had so many learning experiences, both positive and negative. Following these eight principles are a helpful way to meet those high expectations.
Professional development should be (Lyons & Pinnell, 2001):
- interactive
- allow for small group discussions
- include a rationale
- be relevant to teachers’ needs and questions
Principle 2: Organize Small-Group Discussions Around Common Concerns
Professional development should be highly connected to teachers’ needs and concerns. Teachers are often very goal oriented and are working to address current challenges they are facing in their school or classroom. When teachers have been asked or surveyed about a current need, they are then very engaged in professional development opportunities to address that need. Time for discussion amongst teams, grade-levels, and instructional support staff is an important part in addressing needs within a school or district. Collaborative conversations lead to great learning (Lyons & Pinnell, 2001).
Principle 3: Introduce New Concepts In Context
This is important if teachers are to truly understand how to apply a new teaching concept or strategy. Just as we apply context for our students, teachers need this as well. Outlining specific ways a strategy can be used or applied makes professional development effective (Lyons & Pinnell, 2001). Demonstration is a great way in which to accomplish this goal, and is further described in Principle 8 below.
Principle 4: Create a Safe Environment
Most adult learners are motivated to learn new things, as they want to model lifelong learning for their students. They strive to improve their teaching in order to increase their students’ learning and growth. However, adult learners need to feel that the environment they are learning in is safe. No matter their age, all learners have this need and want to feel comfortable as they try new things. A positive approach is allowing teachers to try a new instructional strategy out in their own classroom and then share out and reflect with their colleagues, such as in a PLC. Establish an environment where mistakes can be shared and questions asked. Implementing group norms for conversations or PLCs is an important part of this process. Asking teachers what supports they need and not observing in a judgmental manner are meaningful ways to encourage implementation of new strategies (Lyons & Pinnell, 2001).
Principle 5: Develop Participants’ Conceptual Knowledge Through Conversation Around Shared Experiences
It is important to remember, when planning professional development, that teachers come from a variety of backgrounds and have diverse experiences and skills. Over their years of teaching experience, teachers have developed well-established beliefs, opinions, and values. Although teachers’ experiences vary greatly, there is also a vast amount of shared experiences. Time for discussions surrounding shared experiences, is a powerful way to build understanding around new concepts (Lyons & Pinnell, 2001). “Listening to others’ experiences, thereby developing independent and collective rationales for and ideas about the impact of a specific technique on student learning, shifts the whole group’s understanding” (Lyons & Pinnell, 2001, p. 5). Hearing others’ experiences who potentially work with different student populations is a powerful way to learn through conversation.
Principle 6: Provide Opportunities for Participants to Use What They Know to Construct New Knowledge
Connecting new learning to specific classroom observations and experiences is important. Teachers can analyze work samples, running records, student data, and data on student behavior and engagement and make connections to their new learning (Lyons & Pinnell, 2001).
Principle 7: Look for Shifts in Teachers’ Understanding Over Time
Professional development does not lead to instantaneous change and takes time. When coaching teachers through new learning, such as applying a new instructional strategy or a curriculum, be patient and look for evidence of small changes. Encourage teachers as they move through various stages of understanding the new learning. Be understanding of their need for time. Adult learners have many responsibilities and demands on their time (Lyons & Pinnell, 2001). Understand that teachers are focusing on building their understanding of a new process, but it does take time.
Principle 8: Provide Additional Experiences for Participants Who Have Not Yet Developed the Needed Conceptual Understanding
It is crucial that teachers have the prerequisite skills before jumping in with a new teaching strategy or process. It is very important to explain why a particular technique is being demonstrated and how it will impact their teaching. There needs to be meaning behind it other than a mandate by district administration; Otherwise there is little buy-in from the teachers (Lyons & Pinnell, 2001).
The next step is to provide clear examples, which is often best done through demonstrations and observations. This allows them to build understanding in a meaningful way.
Observation and demonstration can be done in a variety of formats:
- Bringing teachers into classrooms to observe teaching
- Watch video tapes of specific teaching techniques from classrooms
- Having teachers simulate the use of a teaching strategy
If you are a literacy leader in a school or district and are providing, planning, or organizing professional development for teachers, consider applying these principles to your planning. In the words of Kayla Delzer and Jen Jones, the co-creators of Happy Go Teach, “Life’s too short for average PD!”
How will you improve the PD you are providing to your teachers, to make it so much more than average?
How can you professionally express to administration your need for highly effective PD?
What professional development experience have you had that was highly effective?
References:
Lyons, C.A., & Pinnell, G.S. (2001). Systems for change in literacy education: A
guide to professional development. Portsmouth, NH: Heinemann.
Literacy Learning 