As a result, you can imagine the disturbing images that come to mind when I hear teachers say that they are “inserviced.”
Whenever I share this comparison with teachers, I receive a response somewhere between an appreciative laugh and a disgusted groan.
Previous posts—which have received wide readership—have described the vast majority of teacher professional development 40 years later as “mindless” and a “near-death experience.”
It’s time that administrators and teacher leaders adopt a zero tolerance policy for professional development that is not sufficiently robust to affect what educators believe, understand, say, and do on a daily basis.
We know enough about the attributes of professional development that leads to meaningful professional learning and strong teamwork to make the necessary changes; a few hours of study of Learning Forward’s Standards for Professional Learning and other literature will reveal where to begin.
We know the “what” of high-quality professional development. There is no acceptable reason to delay its implementation.
The students and teachers who are now in our schools deserve nothing less.