Growth of Needs-Based Professional Development: Hitting the Target
What are the characteristics of successful professional development for principals and teachers? The research literature identifies several key features: (a) it is built upon practice and reflection; (b) it takes place in the context of the school (job-embedded); (c) it is most successful when presented in a collaborative learning environment; and (d) it requires appropriate resources (Bezzina, 1994). Additionally, we need to look at the most successful methodologies for principal professional development. Murphy and Hallinger (1992) advocate problem-based learning because it incorporates the content of the principal’s role (e.g., legal issues, instructional supervision, staff development) with the management skills and processes that go along with this leadership role (e.g., interpersonal relationships, communication, decision-making). Two decades ago, Joyce and Showers (1983) contended that effective professional development involves a well-planned sequence of relevant activities including presentation of theory, demonstrations, and opportunities for practice, feedback, application, and reflection. They have further asserted that short-term conferences or workshops seldom provide these, because the importance of the application and reflection phases of training lies in learning by doing. Even though these researchers proposed this nearly a quarter of a century ago, it makes sense for professional development in the 21st century as well. Professional development for principals should focus on learning new behaviors or refining skills that can be directly related to the business of providing school leadership (Caldwell, 2001). We have known for a long time that people learn best when given the opportunity to practice, reflect on their own learning, and react to feedback. This mindset serves us well today as it did then.
The National Staff Development Council (2005) has been dedicated to the issue of providing quality professional development, as are the state and national professional principals’organizations (e.g., National Association of Elementary School Principals - NAESP, and the National Association of Secondary School Principals - NASSP). For example, according to the NAESP website ( www.naesp.org ), the Leadership Academy offers workshops, seminars and e-learning opportunities with continuing education units (CEU’s) or professional development units (PDU’s) for each hour of engaged learning in the on-line environment. Likewise, the NASSP’s website ( www.edutopia.org/foundation/courseware.php ) outlines the George Lucas Educational Foundation’s Professional Development Modules, where each module contains articles, video footage, PowerPoint presentations, and other features on innovative classrooms and educational leadership.
The National Staff Development Council also supports other approaches to long-term professional development. One example is Area Cooperative Educational Services (ACES) in Hamden, Connecticut. Their Professional Development and School Improvement Program offers a variety of thematic modules for teachers and administrators that can be implemented over a period of one to five years. According to the company’s philosophy, the one-shot or short-term workshop designs may fill specific, immediate needs of schools districts, but theirs is designed for long-term, systemic improvement. According to their website ( www.aces.k12.ct.us ), the integral components to ACES’s approach are online training modules, remote coaching and support.