1. The Future of Professional Development Keith Newhouse EME6405 Dr. Ferdig April 17, 2006

2. What is Professional Development? ● Method of Lifelong Learning ● Defined as: “a career-long process in which educators fine-tune their teaching to meet student needs” (Diaz-Maggioli, 2004) ● A leader providing a new idea, skill or tool to a group [teachers] to be applied to curriculum.

3. When Should Professional Development Take Place? After a teacher's initial training Formal PD: through school, district, or university program (Craft, 2000, p. 9) Informal PD: Teachers learn on their own through websites, books, television etc.

4. What are the Goals of Professional Development? The Main Goal should ALWAYS be advancements in student learning! (Craft, 2000, p.10) ● Introduce new skills ● Inform and change teacher behavior (Barnett, 2003, p.1) ● Give the teacher a chance to learn more for their professional and personal lives (Craft, 2000, p.9) ● Makes Staff feel important (Craft, 2000, p.9) ● Enables teachers to prepare for upcoming changes in education (Craft, 2000, p.9-10)

5. How Effective is Current Professional Development? Recent Changes in PD: ● Greater analysis of the needs of schools in order to create more effective In-services ● An increase in initial teacher training ● New tools for evaluating Professional Development and moving towards a broader view of what Professional Development In-services should accomplish. (Craft, 2000, 12)

6. Issues in Current Professional Development Teachers are not fully educated on ideas introduced at Inservices. ● Idea is briefly discussed ● Little or no analysis of idea is offered (Creighton, 2003, p.24) ● No integration into curriculum discussed (Bailey and Lumley, 1994, p.11)

7. Issues in Current Professional Development After the Inservice, there is little or no support (Creighton, 2003, p.24) Education Week Survey showed 43% of teachers agree Many educators feel a full time support team is necessary.

8. “Megatrends” in Professional Development In the next few years we will see many “new ideas” as well as “old ideas reinvented”. (Craft, 2000) More “r esults-driven and job-embedded” Naisbit and Aburdene's Megatrends Diaz-Maggioli's Visionary PD

9. Naisbit and Aburdene's Megatrends ● increased attention on “deciding on goals and priorities” which will be decided more by the principal of the school as well as the heads of the district. ● These goals will be based on national and global needs. ● Those creating the Professional Development will continue to base In-services on giving each child a “quality” education, however Naisbitt and Aburdene believe this concern will reach “unprecedented levels”. ● Problem Solving, creativity and life long learning will become more important in planning In-services. ● The parent role in education and Professional Development will become more important. ● The role of the arts and spirituality will become more “connected” to curriculum and Professional Development. ● Technology will be used in many aspects of Professional Development as well as other aspects of education. (Naisbitt and Aburdene as cited by Craft, 2000, 230-231)

10. Diaz-Maggioli Traditional vs Visionary Characteristics of Traditional Professional Development Top-down decision-making A "fix-it" approach Lack of program ownership among teachers Prescriptive ideas One-size-fits-all techniques Fixed and untimely delivery methods Little or no follow–up Decontextualized programs Lack of proper evaluation Pedagogical (child-centered) instruction Characteristics of Visionary Professional Development Collaborative decision- making A growth-driven approach Collective construction of programs Inquiry-based ideas Tailor-made techniques Varied and timely delivery methods Adequate support systems Context-specific programs Proactive assessment Andragogical (adult- centered) instruction

11. Collaborative Professional Development Teachers working together toward a common goal. ● Teachers are introduced to idea, skill or tool ● Teachers work together to figure out how it works and how to incorporate into the classroom ● Ideas are shared among the teachers ● Cooperative Learning

12. Technology's Role in Future Professional Development Internet Professional Development (IPD) As of 2004, most IPD sites dealt with incorporating technology into the classroom (Lerman) Today there are Inservices available on basically any subject Appelbaum Technical InstituteAnnenburg Media Professional Development

13. My Questions Regarding Future Professional Development Naisbit and Aburdene are so vague Diaz-Maggioli is more focused on Collaborative Learning, but still extremely vague Digital Divide Online vs. Face to Face

14. References Bailey, G.D., & Lumley, D., (1994) Technology Staff Development Programs. New York: Scholastic Barnett, Harvey, (2003) Technology Professional Development: Successful Strategies for Teacher Change. Syracuse, New York: ERIC Clearinghouse on Information and Technology Craft, Anna, (2000) Continuing Professional Development: A Practical Guide for Teachers and Schools. London: Routledge Falmer Creighton, Theodore. (2003) The Principal as Technology Leader, Thousand Oak, California: Corwin Press Inc. Diaz-Maggioli, Gabriel. (2004) Teacher Centered Professional Development, Alexandria, VA: Association for Supervision and Curriculum Development Lerman, James. (2004) Essential Websites for Educational Leaders in the 21 st Century. Lanham, Maryland: ScarecrowEducation

15. References Sheekey, Arthur D. (ed.). (2003) How to Ensure Ed/Tech is Not Oversold and Underused. Oxford, United Kingdom: Scarecrow Press Sparks, D. & Hirsh S. (n.d.) A National Plan for Improving Professional Development Retrieved March 5, 2006 from http://www.nsdc.org/library/authors/NSDCPlan.cfm A Few Examples of Professional Development Websites http://www.atiseminars.org http://www.learner.org http://www.eduscapes.com/tap