Finding Time for Professional Development
School reform necessitates that teachers learn and apply new methods of teaching. This translates into the need for long-term professional development in which teachers focus on changing their teaching practices. The problem is where do teachers find the time to fit to accommodate training into an already busy schedule? The demands posed by daily teaching and other aspects of current school reform continue to absorb most of a teacher’s energy, thoughts, and focus. This article will discuss the important issue of how to carve out sufficient time, opportunity and other resources teachers need to carry out reform initiatives.
A fundamental lesson learned over the past decade or so of school reform is that significantly greater amounts of time is required for professional development and cooperative wok than is now available. In fact, the issue of time has emerged as the central issue in school reform efforts in recent times. Teachers “need more time to work with colleagues, to critically examine the new standards being proposed, and to revise the curriculum. They also need opportunities to develop, master, and reflect on new approaches to working with children (Corcoran, 1995). Professional development can no longer be viewed as a special event occurring only sporadically throughout the school year; rather it must become an integrated into the daily work of all educators. Teachers, administrators, and other school personnel need time to form study groups, conduct action-oriented research, attend and participate in workshops and conferences, work collaboratively to plan lessons, and provide peer-to-peer coaching and mentoring. Fine has stated that “School change is the result of both individual and organizational change” (Fine, 1994 p.2.)
Unfortunately, implementing a professional development plan is often hampered by how others view the work of teachers. According to McDiarmid, “Although reform has changed expectations for teachers, how the public and policymakers perceive teachers’ work has not changed. They continue to think that teachers are working only when they are with their students” (McDiarmid, 1995). As a result, there is little support for providing the time and resources teachers need in order to engage in professional development activities. In this view, the main role of a teacher is to be the “deliverer of content,” (Castle 1992); that curriculum development and decision-making be left to those at higher levels, and that professional development is unrelated to instructional improvements. This restricted view of the teaching role does not leave room for teachers to participate in curriculum development, learn and teach effective teaching methods for best engaging students, and successful strategies to implement standards, and continue their own learning and growth.
When professional development is redefined as being a central component of the teaching role, most decisions and plans related to including professional development in the daily work of teachers will be made at the school level, rather than by district administrators. Some reformers have suggested that at least 20 percent of a teacher’s time should be devoted to professional development and collaborative work. Rather than professional development being relegated to discrete in-service days, this activity must be part of nearly every school day and must closely parallel the actual issues that teachers face (e.g. lesson planning, student motivation, teaching methodologies, and assessment).
It may well be that 20 percent is not enough amount of time if teachers are to be successful in implementing needed reforms. The National Educational Association (1994) has recommended that 50 percent of teachers’ time be devoted to professional development activities. Although the minimum 20 percent may seem a lofty goal in light of the way in which American schools are structured, schools need to still strive toward that goal by “thinking outside the box” to restructure the working conditions for teachers so that they will be provided with both the time and support required to implement reform policies.
In addition to establishing creative methods in carving out time for teacher professional development, educators and administrators must also consider efficient ways to maximize the time that is available. The use of technology is a viable means to achieve this end. Fine notes that “Technologies can support and broaden professional learning communities and help teachers make better use of their time. Through a range of technologies, e.g. the Internet and video-and audio conferencing, teachers can access both instructional resources and collegial networks” (Fine 1994). Some learning media enable teachers to participate when it is convenient for them and many continuing education courses and seminars are now offered in an online format. The use of video-conferencing, such as offered by Skype and other service providers, allow educators to communicate with one another to share information, problem solve, and devise new teaching strategies without the need to spend time and money on travel.
Community support is vital in creating professional development opportunities for teachers so that they may, in turn, assist all students in reaching high levels of academic achievement. Parents and community members must understand that professional development is the key to any successful reform effort, not simply an extracurricular activity. After all, true reform takes place in the individual classroom! Since 80 percent of funding for professional development comes from local districts, the public must be convinced that professional development is an important part of a teacher’s work (Corcoran, 1995). Parental support is essential because professional development activities may necessitate changes in the school schedule and interfere with family routines. Parents must believe that teacher involvement in professional development activities will have a positive impact on their child’s education.
Possible Action Steps: Educators can take the following steps in ensuring that sufficient time is provided teachers for professional development.
Establish a statewide and/or regional task force on professional development that will focus on identifying the time, resources, and opportunities for professional development, as well as on winning the support of the public and policymakers for professional development. The task force could include educators, policymakers, community members, and scholars in the area of professional development.
Work with or establish a group such as the New Jersey Math Coalition, a group involved with the establishment of professional development programs to assist teachers in implementing New Jersey Mathematics Standards.
Meet with business, community groups, and parent organization to outline school goals and initiatives and the role of professional development in meeting them. In some areas, collaborations between business and schools have been established to encourage professional development, such as Hands-On Science for Grades K-5: An Industry, School, University Collaboration formed in Philadelphia.
Involve the school board, central office administrators, and school staff members as a study group. This group can review the existing literature that suggests the need for additional time for professional development and consider the alternative activities that can be used during that time: conferences, collaborative work, etc.
Discuss the components of a high-quality professional development and review examples.
Explore ways to increase the time devoted to professional development and brainstorm on finding creative methods to implement in the daily school setting.
Develop a plan that includes communicating with parents and the community to ensure their support.
Assess professional development programs to ensure that they are bridging the gap between where educators are now and where they need to be in terms of meeting educational standards and the needs of their students.
Barrier to Implementation.
A common suggestion in carving out time for professional development is the use of substitute teachers for the day to “float” from room to room. However, this strategy is often a mixed blessing. Adequate preparation requires a sufficient amount of advance planning. Teachers also worry about the continuity and quality of the lessons in their absence. Even those teachers who support professional development are very often uncomfortable with the disruption to the class resulting from the use of substitutes.
If schools choose to use other time options (e.g. early-release days or late starts) they must be mindful of the logistical considerations such as transportation, child-care, after school activities, etc), along with state mandates. With this in mind, many suggest that the ideal time for professional development is during the summer when students are not in attendance. However, teachers are more likely to find professional development more relevant when they are able to receive feedback and support while they are applying the new strategies in their work with students. In this way, they can immediately observe the effects of their new methods and reflect on and problems solve their efforts.
In creating time during the school day, some schools call a meeting of all classroom teachers but fail to include key support staff. Professional development that is tied to improvements in overall school performance will need the involvement and support of the entire school community. Parents should also be involved in professional development planning so that they can be kept informed regarding the value of this activity as it relates to enhanced academic achievement |
