Gabriel Diaz Maggioli,
First published in Issue 175, IATEFL, Oct/Nov 2003.
Gabriel Diaz Maggioli, a language teacher, teacher educator and materials
writer, is Director of Teacher Education and Development at International House
Montevideo in Uruguay.
It is ironical that developments in the field of education
call for teachers to differentiate instruction as a pre-requisite for effective
learning, while teacher education and continuing professional development adhere
to a one-size-fits-all philosophy.
In general, professional development initiatives are part of
‘reform packages’ with decisions about what, when, and how teachers should learn
being made by experts who are, for the most part, outside the classroom. Current
research in adult learning makes the case for a more personalized approach to
professional learning, one which engages adults from the onset. Pontz (2003:165)
examines conditions for adult education programs. She writes, ‘If training is to
be effective and reasonably successful, it must at the very least:
By contrasting these conditions to current practices it is no wonder that the
results are not the ones expected. Denis Sparks (2002: 14) explains this clearly
when he says that ‘… while particular ‘lighthouse’ schools and school systems
are the exception, my sense is that professional development as it is
experienced by most teachers and principals is pretty much like it has always
been – unfocused, insufficient, and irrelevant to the day-to-day problems faced
by front line educators. Put another way, a great deal more is known today about
good staff development than is regularly practiced in schools.’
What seems to work in
continuing professional development?
Recent literature (Diaz Maggioli, 2004; Sparks, 2002)
indicates that the best conditions for continuing professional development
involve the following characteristics:
1.
Horizontal decision-making Programs which involve participants in the
planning, organization, management, delivery and evaluation of all actions in
which they are expected to participate have more chances of success than those
planned using a top-down approach, where administrators make decisions in lieu
of teachers.
2.
Growth
orientation Continuing professional development programs are built on the
premise that teachers need ‘fixing.’ This disregards both the knowledge and the
know-how that teachers bring to their job. Capitalizing on teachers’ knowledge
and expertise is a surefire step to success.
3.
Collective and collegial construction In effective professional
development programs, teachers engage in sustained dialogue and collaboration
with their peers. This dialogue and collaboration spans the process, content and
product of professional development. A collegial and collaborative approach
yields far better results than individual and isolated actions, with teachers’
ownership of the process being developed.
4.
Inquisitorial Teachers are expected to go through the training only to
replicate what they have seen in their classrooms. Such an approach yields very
low results since only a very small minority can make such transfer. A more
inquisitorial approach is needed that would allow teachers to engage in cycles
of reflection and experimentation with new ideas so that they may be better
adapted to the teachers’ context.
5.
Tailor-made Most of the content teachers are expected to learn in their
professional development has been pre-packaged and standardized. However, what
works in one situation does not necessarily work in others. Hence, it is very
important that strategies be designed so that they cater for the specific needs
of particular teachers.
6.
Choice
One further drawback of current professional development practices is their lack
of variety of choice for delivery. Not all teachers have the same needs so
opportunities are needed for teachers to choose when to engage in continuing
professional development as well as how to do so. Professional development needs
to be differentiated in the same way that instruction to students is.
7.
Adequate support systems The true impact of professional development comes
about when efforts are sustained over time, and when support structures exist
that allow participants to receive modeling and advice from more experienced
peers.
8.
Proactive One of the most serious drawbacks of current professional development
programs is that they are not properly evaluated. The usual form of evaluation
involves participants’ reactions or participants’ ability to reproduce the
contents of the training. Adequate evaluation programs start from a review of
outcomes, and progress to a discussion of evidence of effectiveness and an
analysis of suitable instruments to gather such evidence. Assessment of all
aspects of the program is ongoing and this information is used to redirect
efforts. Finally, the program’s impact on teaching and learning is evaluated
after the program has been completed.
Having made the case for a reconceptualization of current
professional development, mention should be made as to strategies which are
congruent with the present research base. These strategies enhance teachers’
awareness about their teaching and their students’ learning and can be
successfully extrapolated to diverse situations in a multitude of work
conditions.
Some of these practices are:
a) Practitioner’s participatory research This strategy is
similar to action research in that teachers develop an inquiry based on
perceived gaps in their practice. However, in contrast to the same practice, it
is a group of colleagues who pursue the same inquiry. Foci for inquiry can be:
teacher’s practices, students’ learning, the institution, teaching materials,
teaching methods, or the professional development models used in the
institution.
b) Mentoring This term refers to a collaborative process in
which a more experienced colleague helps a less experienced peer by supporting
and challenging their present level of understanding of teaching and learning.
Mentors plan together with their mentees, but also, they observe their classes,
provide modeling based on the mentees’ needs, and in some cases assess their
development.
c) Study groups These are groups of colleagues who come
together in order to discuss professional literature, analyze planning samples
or reflect on evidence of students’ learning provided by a colleague. Groups can
range from 5 to 15 members for maximum benefit with meetings held on a regular
basis.
d) Individually-guided activities In cases when teachers
cannot get together, they can establish dialogue journals with a peer, or
develop a personal portfolio. Dialogue journals are conversations in writing
where teachers share ideas and comments with each other, thus establishing a
highly interactive relationship. Portfolios are collections of teacher’s work
with reflective captions that show a teacher’s progress towards certain
pre-specified aims (product portfolios) or the evolving proficiency of teachers
in an area of their concern (showcase portfolios). Portfolio contents encompass
a goal statement (Why am I developing this portfolio?), a statement of
educational philosophy (How do I understand teaching and learning?), a selection
of evidences (How can I account for my learning? What aspects/samples of my work
will best depict my development?), together with captions (reflective comments
on the evidences) and a final reflective statement (What have I learnt by
developing this portfolio?)
Professional development is certainly instrumental in
promoting quality changes in student learning. However, it will fulfill its
promise only when the right conditions are carefully observed in the planning,
delivery and evaluation of the program. As Paulo Freire (1996:99) aptly put it:
‘In reality, all information holds the possibility of expanding into education
if the information is critically received by the informed and not simply
swallowed by him or her. Information should communicate through words as a link
between the content and its receiver.’
Diaz Maggioli, G (2004) A passion for learning:
Teacher-centred professional development. Alexandria, VA: ASCD
Freire, P (1996) Letters to Cristina: Reflections on my life and work. New York,
NY: Routledge
Pontz, B (2003) Beyond Rhetoric: Adult learning policies and practices. Paris,
France: Organization for Economic and Cooperative Development
Sparks, D (2002) Designing powerful staff development for teachers and
principals. Oxford, OH: National Staff Development Council