Gabriel Diaz Maggioli, a language teacher, teacher educator and materials writer, is Director of Teacher Education and Development at International House Montevideo in Uruguay.

It is ironical that developments in the field of education call for teachers to differentiate instruction as a pre-requisite for effective learning, while teacher education and continuing professional development adhere to a one-size-fits-all philosophy.

In general, professional development initiatives are part of ‘reform packages’ with decisions about what, when, and how teachers should learn being made by experts who are, for the most part, outside the classroom. Current research in adult learning makes the case for a more personalized approach to professional learning, one which engages adults from the onset. Pontz (2003:165) examines conditions for adult education programs. She writes, ‘If training is to be effective and reasonably successful, it must at the very least:

Be motivating, i.e. its objectives must be precise.
Set goals that can actually be attained by individuals, providing a challenge though not an impossible one.
Require the individual to draw upon knowledge s/he has already acquired – so that s/he does not feel lost – while at the same time enhancing it so that s/he has a sense of being able to reuse his/her knowledge in every day life.
Give the individual the opportunity to choose – so that s/he can exercise his/her new-found autonomy.
Take place over a sufficient period of time, so that the learner’s other occupations and obligations can be catered for.
Lead to a final achievement, i.e. meet the goals initially set.’

By contrasting these conditions to current practices it is no wonder that the results are not the ones expected. Denis Sparks (2002: 14) explains this clearly when he says that ‘… while particular ‘lighthouse’ schools and school systems are the exception, my sense is that professional development as it is experienced by most teachers and principals is pretty much like it has always been – unfocused, insufficient, and irrelevant to the day-to-day problems faced by front line educators. Put another way, a great deal more is known today about good staff development than is regularly practiced in schools.’

What seems to work in continuing professional development?

Recent literature (Diaz Maggioli, 2004; Sparks, 2002) indicates that the best conditions for continuing professional development involve the following characteristics:

Horizontal decision-making Programs which involve participants in the planning, organization, management, delivery and evaluation of all actions in which they are expected to participate have more chances of success than those planned using a top-down approach, where administrators make decisions in lieu of teachers.
Growth orientation Continuing professional development programs are built on the premise that teachers need ‘fixing.’ This disregards both the knowledge and the know-how that teachers bring to their job. Capitalizing on teachers’ knowledge and expertise is a surefire step to success.
Collective and collegial construction In effective professional development programs, teachers engage in sustained dialogue and collaboration with their peers. This dialogue and collaboration spans the process, content and product of professional development. A collegial and collaborative approach yields far better results than individual and isolated actions, with teachers’ ownership of the process being developed.
Inquisitorial Teachers are expected to go through the training only to replicate what they have seen in their classrooms. Such an approach yields very low results since only a very small minority can make such transfer. A more inquisitorial approach is needed that would allow teachers to engage in cycles of reflection and experimentation with new ideas so that they may be better adapted to the teachers’ context.
Tailor-made Most of the content teachers are expected to learn in their professional development has been pre-packaged and standardized. However, what works in one situation does not necessarily work in others. Hence, it is very important that strategies be designed so that they cater for the specific needs of particular teachers.
Choice One further drawback of current professional development practices is their lack of variety of choice for delivery. Not all teachers have the same needs so opportunities are needed for teachers to choose when to engage in continuing professional development as well as how to do so. Professional development needs to be differentiated in the same way that instruction to students is.
Adequate support systems The true impact of professional development comes about when efforts are sustained over time, and when support structures exist that allow participants to receive modeling and advice from more experienced peers.
Proactive One of the most serious drawbacks of current professional development programs is that they are not properly evaluated. The usual form of evaluation involves participants’ reactions or participants’ ability to reproduce the contents of the training. Adequate evaluation programs start from a review of outcomes, and progress to a discussion of evidence of effectiveness and an analysis of suitable instruments to gather such evidence. Assessment of all aspects of the program is ongoing and this information is used to redirect efforts. Finally, the program’s impact on teaching and learning is evaluated after the program has been completed.

Where do we go from here?

Having made the case for a reconceptualization of current professional development, mention should be made as to strategies which are congruent with the present research base. These strategies enhance teachers’ awareness about their teaching and their students’ learning and can be successfully extrapolated to diverse situations in a multitude of work conditions.

Some of these practices are:

a) Practitioner’s participatory research This strategy is similar to action research in that teachers develop an inquiry based on perceived gaps in their practice. However, in contrast to the same practice, it is a group of colleagues who pursue the same inquiry. Foci for inquiry can be: teacher’s practices, students’ learning, the institution, teaching materials, teaching methods, or the professional development models used in the institution.

b) Mentoring This term refers to a collaborative process in which a more experienced colleague helps a less experienced peer by supporting and challenging their present level of understanding of teaching and learning. Mentors plan together with their mentees, but also, they observe their classes, provide modeling based on the mentees’ needs, and in some cases assess their development.

c) Study groups These are groups of colleagues who come together in order to discuss professional literature, analyze planning samples or reflect on evidence of students’ learning provided by a colleague. Groups can range from 5 to 15 members for maximum benefit with meetings held on a regular basis.

d) Individually-guided activities In cases when teachers cannot get together, they can establish dialogue journals with a peer, or develop a personal portfolio. Dialogue journals are conversations in writing where teachers share ideas and comments with each other, thus establishing a highly interactive relationship. Portfolios are collections of teacher’s work with reflective captions that show a teacher’s progress towards certain pre-specified aims (product portfolios) or the evolving proficiency of teachers in an area of their concern (showcase portfolios). Portfolio contents encompass a goal statement (Why am I developing this portfolio?), a statement of educational philosophy (How do I understand teaching and learning?), a selection of evidences (How can I account for my learning? What aspects/samples of my work will best depict my development?), together with captions (reflective comments on the evidences) and a final reflective statement (What have I learnt by developing this portfolio?)

Conclusion

Professional development is certainly instrumental in promoting quality changes in student learning. However, it will fulfill its promise only when the right conditions are carefully observed in the planning, delivery and evaluation of the program. As Paulo Freire (1996:99) aptly put it: ‘In reality, all information holds the possibility of expanding into education if the information is critically received by the informed and not simply swallowed by him or her. Information should communicate through words as a link between the content and its receiver.’

References

Diaz Maggioli, G (2004) A passion for learning: Teacher-centred professional development. Alexandria, VA: ASCD
Freire, P (1996) Letters to Cristina: Reflections on my life and work. New York, NY: Routledge
Pontz, B (2003) Beyond Rhetoric: Adult learning policies and practices. Paris, France: Organization for Economic and Cooperative Development
Sparks, D (2002) Designing powerful staff development for teachers and principals. Oxford, OH: National Staff Development Council