LITERATURE REVIEW-DOMAIN F 1

Literature Review - Domain F:

The Case for Meaningful Professional Development
Katelynn Estrada
National University
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Abstract

A major challenge facing teachers is the pressure of continued participation in professional

development. Like any profession, it is necessary to continue to improve one’s skills through

ongoing training and exposure to new research. Unlike other professions however, finding

meaningful professional development opportunities can be a challenging. In order to maximize

the benefits of professional development for teachers it is critical that it is relevant, job-

embedded and continuous.

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Literature Review-Domain F

The words “professional development” are often met with groans of resistance in any workplace

setting. For teachers the idea of spending time away from the classroom or away from preparing

lessons offers even more irritation than in many other professions. Despite this, there is perhaps

no other profession than teaching where ongoing and meaningful professional development is as

critical.

A reason for resistance by teachers to professional development opportunities is that

often times they take place within long faculty meetings or one-time sessions that offer no follow

up. According to authors Linda Hopping and Ruthie Stevenson, “Disconnected and short term-

term professional development does not positively affect how teachers teach and students learn.”

(Hopping & Stevenson, 2014, p. 10). The authors instead advocate for professional development

that is ongoing, embedded and job relevant. Additionally, the authors advocate for professional

development that is collaboratively planned by both administrators and teachers.

There are different ways of providing professional development for educators. Authors

Hopping and Stevenson describe four in particular. The first is targeted PD or professional

development that is specific for a chosen group of individuals who have a similar goal or need. A

secondary type is “whole-group delivery” where whole-school initiatives are introduced. Whole-

group delivery should be dynamic and include opportunities for modeling, group activities and

other exercises to provide better engagement for participants. Additionally, this type of

professional development should be executed by consultants who are experts in their fields and

also staff members with expertise in a particular area of teaching.

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Small-group delivery is another format for professional development that is appropriate

for delivering specific information to a group who share a common goal or need. This type of

professional development is most meaningful when there are opportunities for member

engagement and tailored to the specific needs of participants. Additionally, small-group delivery

is effective when participants are involved in working towards an ongoing and yearlong learning

goal. A final type of professional development endorsed by the authors is “peer learning” where

teachers participate in peer observations and cross teaching. The follow up to this type of

professional development is critical as it is most beneficial when debriefing is completed

amongst participants.

The challenges with providing meaningful professional development often stem from a

lack of funding within a school district. According to Hopping and Stevenson, though advocates

say school districts should spend at least 10% of their annual budget on professional learning “in

2004, the average percentage spent was between 1% and 3%.” (Hopping & Stevenson, 2014, p.

13). Budgets along with the lack of specifically dedicated time for professional development

means that districts must have a strong plan in place to provide relevant and efficient

professional development opportunities for staff.

Despite the challenges that budgets, and lack of time bring to districts, professional

development must be prioritized. “Success takes determination and an awareness of the power of

professional learning to influence student achievement and to build a culture of learning and

collaboration among the teaching and leadership.” (Hopping & Stevenson, 2014, p.13). Research

indicates that training and ongoing support for educators deepens knowledge of content and

improves teachers’ practice. Therefore, job-imbedded professional development can positively

impact teaching and improve student achievement.

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References:

Hopping, Linda & Stevenson, Ruthie (2014). The Case for Meaningful Professional
Development. Association for Middle Level Education. Pages 10-14.