1. PD MODELS Where PD has been, where it is now, where it should be, and the importance of having it. By Callie Sevin

2. WHAT PROFESSIONAL DEVELOPMENT ONCE WAS "If we want students to learn, the most critical element is the teacher. So professional development is the overall most important thing we can do to help students learn.” (Johnson) "If we want students to learn, the most critical element is the teacher. So professional development is the overall most important thing we can do to help students learn.” (Johnson) It was realized a long time ago that if we want our students to learn, then the teachers would have to learn as well. It was realized a long time ago that if we want our students to learn, then the teachers would have to learn as well. Teachers were given the opportunity to attend schools for their education and then, at some point, attend workshops, conferences, and professional development to enhance their teaching abilities. Teachers were given the opportunity to attend schools for their education and then, at some point, attend workshops, conferences, and professional development to enhance their teaching abilities.

3. “Teachers, young and old, new and established should be given the time to develop; to share and to train in order to meet the needs of an evolving audience. This should not be left to those joining the profession, nor those 'on a course' or on some sort of 'leadership pathway'. Training and good quality development should be available to all.” (McGill) Younger teachers who are fresh out of college and have been taught the most recent teaching strategies and the newest forms of technology are expected to want to do more than the veterans. However, 20% more teachers under the age of 30 attend more professional developments and trainings than those over 30. (OECD) Over the years teachers who have become comfortable and experienced in the roles that they play feel that more professional development is not as necessary as it once was.

4. WHAT PROFESSIONAL DEVELOPMENT IS TODAY

5. “Professional development is not about importing models or following formulas. They are to engage in a process of thoughtful, conscious choices and decision making”. (Horsley) “Professional development is not about importing models or following formulas. They are to engage in a process of thoughtful, conscious choices and decision making”. (Horsley) This is the strategy usually followed today when it comes to professional development: This is the strategy usually followed today when it comes to professional development:

6. “Workshop-based professional development is ineffective, yet more than 90 percent of teachers participate in workshop-style training sessions during a school year”. (Nagel) “Workshop-based professional development is ineffective, yet more than 90 percent of teachers participate in workshop-style training sessions during a school year”. (Nagel) Teachers are required to attend training and workshops that are not meeting the standards of education today. One of the main problems with these workshops are the fact that they do not last as long as they should. The purpose of training is to take the time needed to observe, evaluate, and then practice. Teachers are required to attend training and workshops that are not meeting the standards of education today. One of the main problems with these workshops are the fact that they do not last as long as they should. The purpose of training is to take the time needed to observe, evaluate, and then practice. “Also, for teachers, the ‘steepest learning curve’ has to do with implementing new teaching techniques, not learning about them. Just as a football player can easily learn a new play but will require time and practice to get it right”. (Nagel) “Also, for teachers, the ‘steepest learning curve’ has to do with implementing new teaching techniques, not learning about them. Just as a football player can easily learn a new play but will require time and practice to get it right”. (Nagel) Teachers today are given new ideas, strategies, and programs, but not enough time to practice or not enough training in order to be effective. Teachers today are given new ideas, strategies, and programs, but not enough time to practice or not enough training in order to be effective. True professional development seems to be lacking in certain areas of education. True professional development seems to be lacking in certain areas of education.

7. WHAT PROFESSIONAL DEVELOPMENT SHOULD BE “Teachers’ opportunities for growth and development become bound to the conceptions of teaching and professional development held by the school system implementing curriculum changes.” (Beijaard) “Teachers’ opportunities for growth and development become bound to the conceptions of teaching and professional development held by the school system implementing curriculum changes.” (Beijaard) Teachers are required to take professional development that connects and relates to the changes that take place within the school system and the curriculum that is being used. Teachers are required to take professional development that connects and relates to the changes that take place within the school system and the curriculum that is being used. “Teachers, young and old, new and established should be given the time to develop; to share and to train in order to meet the needs of an evolving audience”. (McGill) “Teachers, young and old, new and established should be given the time to develop; to share and to train in order to meet the needs of an evolving audience”. (McGill) All teachers should be properly trained in order to meet the educational needs of the students. All teachers should be properly trained in order to meet the educational needs of the students.

8. “We are beginning to recognize that, for teachers, what goes on inside the classroom is closely related to what goes on outside it. The quality, range and flexibility of teachers’ work are closely tied up with their professional growth-and the way they develop as people and as professionals”. (Campbell) “We are beginning to recognize that, for teachers, what goes on inside the classroom is closely related to what goes on outside it. The quality, range and flexibility of teachers’ work are closely tied up with their professional growth-and the way they develop as people and as professionals”. (Campbell) Studies are now showing that the way teachers teach is related to what they are taking away from what they learn outside the classroom. Whether they learn from professional development or out in society. Studies are now showing that the way teachers teach is related to what they are taking away from what they learn outside the classroom. Whether they learn from professional development or out in society. “Researchers found that a focus on content knowledge, opportunities for active learning, and coherence with other learning opportunities had significant positive effects on teachers’ self-reported perceptions of changes in their classroom instruction”. (Beijaard) “Researchers found that a focus on content knowledge, opportunities for active learning, and coherence with other learning opportunities had significant positive effects on teachers’ self-reported perceptions of changes in their classroom instruction”. (Beijaard) Research shows that if teachers are given opportunities to enhance their knowledge in content, learning through activities, and better understanding of strategies then the outcome is more positive within the classroom. Research shows that if teachers are given opportunities to enhance their knowledge in content, learning through activities, and better understanding of strategies then the outcome is more positive within the classroom.

9. IMPORTANCE OF PROFESSIONAL DEVELOPMENT “Great teachers help create great students. In fact, research shows that an inspiring and informed teacher is the most important school-related factor influencing student achievement, so it is critical to pay close attention to how we train and support both new and experienced educators”. (Johnson) “Great teachers help create great students. In fact, research shows that an inspiring and informed teacher is the most important school-related factor influencing student achievement, so it is critical to pay close attention to how we train and support both new and experienced educators”. (Johnson) Without teachers having the knowledge and the passion to teach students what they know, then education would not be what it is today. Without teachers having the knowledge and the passion to teach students what they know, then education would not be what it is today. “Nearly half of all teachers leave the profession in their first five years, so more attention must be paid to providing them with early and adequate support, especially if they are assigned to demanding school environments”. (Johnson) “Nearly half of all teachers leave the profession in their first five years, so more attention must be paid to providing them with early and adequate support, especially if they are assigned to demanding school environments”. (Johnson) More teachers need to be encouraged, pushed, and continuously educated in order to educate others. More teachers need to be encouraged, pushed, and continuously educated in order to educate others.

10. “It is critical for veteran teachers to have ongoing and regular opportunities to learn from each other. Ongoing professional development keeps teachers up-to-date on new research on how children learn, emerging technology tools for the classroom, new curriculum resources, and more”. (Johnson) “It is critical for veteran teachers to have ongoing and regular opportunities to learn from each other. Ongoing professional development keeps teachers up-to-date on new research on how children learn, emerging technology tools for the classroom, new curriculum resources, and more”. (Johnson) More experienced teachers need to stay in tune with the changes that take place in education in order to mentor and help the new incoming teachers. The inexperienced teachers need someone to look up to and advise them on how to handle things. More experienced teachers need to stay in tune with the changes that take place in education in order to mentor and help the new incoming teachers. The inexperienced teachers need someone to look up to and advise them on how to handle things. “The best professional development is ongoing, experiential, collaborative, and connected to and derived from working with students and understanding their culture”. (Campbell) “The best professional development is ongoing, experiential, collaborative, and connected to and derived from working with students and understanding their culture”. (Campbell) As long as teachers have opportunities to encounter professional development on a regular basis that is current and effective, then they should have a better understanding of curriculum, technology, content knowledge, and their students. As long as teachers have opportunities to encounter professional development on a regular basis that is current and effective, then they should have a better understanding of curriculum, technology, content knowledge, and their students.

11. References References Beijaard, D. (2005). Teacher Professional Development in Changing Conditions. Dordrecht: Springer. Beijaard, D. (2005). Teacher Professional Development in Changing Conditions. Dordrecht: Springer. Campbell, A. (2003). Practitioner Research and Professional Development in Education. New York: Paul Chapman Publishing. Campbell, A. (2003). Practitioner Research and Professional Development in Education. New York: Paul Chapman Publishing. Johnson, B. (2014, September 16). edutopia. Retrieved from What Works in Education: http://www.edutopia.org/blog/why-quality-professional-development-teachers-matters-ben- johnson Johnson, B. (2014, September 16). edutopia. Retrieved from What Works in Education: http://www.edutopia.org/blog/why-quality-professional-development-teachers-matters-ben- johnson Loucks-Horsley, S. (2010). Designing Professional Development for Teachers of Science and Mathematics. London: Corwin. Loucks-Horsley, S. (2010). Designing Professional Development for Teachers of Science and Mathematics. London: Corwin. McGill, R. M. (2013). Professional development for teachers: how can we take it to the next level? The Guardian, http://www.theguardian.com/teacher-network/teacher-blog/2013/jan/29/professional- development-teacher-training-needs. McGill, R. M. (2013). Professional development for teachers: how can we take it to the next level? The Guardian, http://www.theguardian.com/teacher-network/teacher-blog/2013/jan/29/professional- development-teacher-training-needs. Nagel, D. (2013). Report: Effective Teacher Professional Development Crucial to Common Core. Chatsworth: The Journal. Nagel, D. (2013). Report: Effective Teacher Professional Development Crucial to Common Core. Chatsworth: The Journal. Professional Development for Teachers. (2009, June 2). Retrieved from OECD: www.oecd.org/berlin Professional Development for Teachers. (2009, June 2). Retrieved from OECD: www.oecd.org/berlin