During the four decades that I have been involved in the field of professional development my aspiration was that every teacher and principal in every school would learn every day from their colleagues, students, and supervisors.
I wasn’t thinking of the kind of professional development in which an “expert” speaks to teachers, although that might have been a small part of it, but the kind of rich professional learning that arises from the close observation of students, meaningful collaboration with colleagues, and deep, sustained evidence-based conversations about important subjects.
Unfortunately, as I have listened to successive generations of teachers and administrators complain about the poor quality of their “inservice” experiences it is clear that we remain a long way from achieving that goal.
For 40 years I have attended dozens of local, state, and national meetings in which solutions to this problem were sought. But in spite of those good intentions the quality of professional development remains at an unacceptably low level as it is implemented in the vast majority of schools and school systems.
There are exceptions, of course. Some schools are exemplars of high-quality professional learning and teamwork, but they remain the exceptions rather than the rule.
While barriers such as lack of time and other resources are often cited as problems, I think there are four deeper, more fundamental explanations for why professional development has not fulfilled its essential role in the continuous improvement of teaching and learning:
1. Some leaders’ have antiquated “mental models” regarding learning and change that impede progress.
• Some leaders, for example, believe that teaching is “telling” and that leading is “directing.” Therefore, “good” professional development, they believe, only requires a “speaker” who tells teachers what to do.
• Or, some leaders believe that the best way to improve teaching is through a combination of fear and incentives. As a result, they use various carrots and sticks to “motivate” teachers. “Inservice” provided by motivational speakers often appeals to these leaders.
2. Some leaders don’t have a sufficiently deep understanding of the attributes of high-quality professional learning nor a carefully crafted “theory of action.”
• Administrators and teacher leaders often replicate the past because it is difficult for them to create what they’ve never experienced.
• Some leaders have not done the deep analysis required to create a “theory of action” that explains the steps that will be taken to achieve important goals and the assumptions behind those actions that lead leaders to believe they will produce the desired outcome. Without such an analysis continuous improvement efforts typically fail.
3. Some leaders are resigned to the status quo.
• Some leaders believe that they have little influence on the quality of teaching and learning in their schools.
• Some leaders believe that teachers’ engagement in meaningful professional development is someone else’s responsibility and that nothing can be done until those people assume their responsibility.
4. Some leaders lack the will and/or skill to engage in the challenging conversations that are almost always required to continuously improve teaching and learning.
Leaders are often reluctant to engage in such conversations because they:
• fear conflict,
• have a strong desire to be liked by others, and/or
• lack skill and experience in engaging in such conversations.
Do you agree that professional development for most teachers continues to be of low quality?
If so, do you agree that these are the primary leadership barriers to significant improvement, or do you have others to suggest?