SUCCESSFUL PROFESSIONAL DEVELOPMENT PROCEDURES 1
Kasi L. Bolden
Dr. Pam Cozart
EDAD 651 Personnel & Staff Development
13 November 2011
Guskey, T. (2003). Professional Development That Works: What Makes
Professional Development Effective? Phi Delta Kappan. Retrieved from
In a recent study Guskey summarized 13 different article regarding
characteristics of “effective Professional development” over a period of a decade,
using several reputable publications. The most frequently cited characteristics was
“enhancement of teacher content and pedagogical knowledge”, a need to improve
student learning in math and science. Most of the information was research-based
but the information gathered rarely included rigorous investigations, noting
“instructional practices or student learning outcomes Instead it included surveys or
opinions of researchers and educator. The most frequently cited characteristics
were, sufficient time, collaboration exchange, share ideas, share strategies and
professional development needs to be structured and purposeful with reflection.
This article was clear and concise. It listed the weakness of the study, noting the
consistencies of the information gathered. The information gathered was wide.
(2011) Meaningful professional development promises greater classroom
The North Carolina Department of Public Instruction spent several months
training teacher, principals and superintendents across the state. Funds were
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awarded to the NCDPI by the Race to the Top funds. The training wanted to directly
support the school district by building a solid structure for their schools based on
the schools needs. There was a deep level of profession development through face-
to-face sessions, via webinars and online professional development modules. The
purpose of the session was to “improve curriculum content, instill processes for
ensuring sustainability for years to come” College and universities also partnered up
with the NCDPI to enhance the training. New standards were developed, which
required more collaboration, focus on literacy, include reading, and writing
vocabulary. The training helped principals and teacher make good use of student
data to drive instruction and to better meet the academic needs of their students.
This article basically documented the success of their summer institute through a
news release. The number of sessions and how they implemented the new common
core standards documented in the article.
Guskey, T. (1995) Results-Oriented Professional Development: In Search Of
An Optimal Mix Of Effective Practices. Journal of Staff Development, v15 n4 p42-50
Professional development must include organizational development as well
as individual development. This article focused on the involvement of teacher, but
every one who affects student learning. Information must be gathered on the
outcome of professional development, and not limit information gathered through
surveys. This article also considered what the research says about the effectiveness
of professional development, evaluated the inadequacies and occasionally proposed
solutions. What the article questioned is the best optimal mix of professional
SUCCESSFUL PROFESSIONAL DEVELOPMENT PROCEDURES 3
development. “The potential impact of implementing the guidelines is discussed”.
Six guidelines were laid out as effective professional development, as to bring about
significant or enduring change. Guskey thoroughly analyzed the efforts of
researchers as it relates to professional development. A comparison of the research
revealed many incompatible findings. This article was very beneficial and could be
use in a presentation.
Dove, L.L. (2010). How Professional Development for Teachers work.
This article examines the relationship between professional development
and its relationship to student achievement. Dove defines professional development
and its meaning as it relates to different states. Some of the dilemmas organizers
face in preparing professional development, according to Dove, are logistical,
creating transportation for off-site training and in some cases before-and after-
school child care programs. The article addresses the challenges teachers have in
gaining information from only a two-hour session. The downsides to professional
development were listed, Dove used time and learning.org as its resource. This
article would benefit someone who had little knowledge of professional
development for teachers. It does not give much information for someone who was
attempting to create a professional development program.
Darling-Hammond, L. & McLaughlin, M. (2003). Policies that Support
Professional Development in an Era of Reform. Phi Delta Kappan, 1995 76(8) pp.
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Darling-Hammond and McLaughlin’s article on Policies that Support
Professional Development “examine some design principles to guide policy-makers
and school reformers who seek to promote learner-centered professional
development which involves teacher as active and reflective participants in the
change process.” The author suggest that effective professional development must:
engage teachers, be participant driven, directly connect work of teachers to students
be sustained, on going and intensive, provide support through modeling, and
connect to the school change. Furthermore, the study suggests that teachers need to
integrate theory with classroom practices. Most professional development
programs don’t allow enough time and opportunities for exploring knowledge.
Additional consideration needs to be given to systems that are not in place within
school to provide opportunities for professional development.
I really enjoyed this article. It was a real easy read and covered so many areas of
professional development. The article was address all pertinent areas of
professional development. The pros and cons of professional development were
Bray, B. (2010). Meaningful Professional Development. 21st Century skills, Learning
Environment, Professional. Retrieved from
In this brief analysis, Bray chronologies the events at the Mid-Pacific Institute
in Honolulu, Hawaii, where over 120 PK-12 teachers worked side-by-side. The
author documented the activities of the 15 teams and how they collaborated.
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“Teachers put themselves in the role of learners with a facilitator guiding the
process in each team.” The purpose of the article was to highlight how a group of
teachers from different grade levels and disciplines used collaboration, creativity,
innovation, teamwork and critical thinking. This article lacked substance. It did not
provide enough worthy information . I did like how the article followed teachers
during a day of professional development. However, it relied too much on this event
and lack theory and pedagogy.
Sparks and Louck-Horsely. (1989). Five Models of Staff Development for
Teachers. Journal of Staff Development 10, 4:35-57.
This intense article about staff development begins by giving the history of
staff development and early concerns about its effectiveness. The articled noted that
as early as the 1970s educators unanimously were dissatisfied with the efforts, but
at the same time realized how critical the programs were. “This article organizes
what is known about the effective staff development into five models currently
being espoused and used by staff developers. A review of the supporting theory and
research on these models is followed by a description of what is currently known
about the organizational context that is required to support successful staff
development efforts.” A thorough presentation is given to each models. These
models include: 1.) Individually guided staff development, 2.)
Observation/assessment, 3.)Involvement in a development/improvement process,
4.) Training and 5.) Inquiry. Although a lengthy article, it’s simplified by giving even
the novice teacher an easy read about professional development. It begins with
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definitions and an overview. This is a very good resource for professional
development and a worthwhile placement in your educational library.
Nelson, J. ;Turner, G.; Crittenden, K.; Boudreaux, A.; (2009). A Model for High-
School Teacher Professional Development and Student Learning. Frontiers in
Education Conference, 2009. FIE’09. 39th IEEE.
“This paper describes a model for high-school teacher professional
development and student learning that can be readily adapted by other universities
seeking meaningful partnerships with K-12 schools.” This article introduces the
reader to the U-discovery model and how collaboration with “University faculty
from Engineering, Science and Mathematics work together.” This professional
development model called U-discovery consists of three phases; initiate
understanding, broaden understanding, and deepen understanding. “The primary
goal is to engage the teacher in the content by working together to motivate their
students to consider the relevance of and connections between the high school
science and mathematics courses they are studying.” Unlike many of the other
professional development articles, this took a unique view of the relationship of the
college and k-12 collaboration. This article intent seems to be to pique student
interest. It was very interesting and had some recent statistics as apart of its
research of the success of U-Discovery.
Fullan, M. (2010). Teaching and Learning Conditions. Encouraging
comprehensive Professional Development.
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This brief study examines how the school districts can organizes meaningful
professional development. It further goes to emphasis that barriers must be remove
and it’s the responsibility of the building and sate for professionals to effective
professional development. This professional development should be supported by a
“school’s vision and related goals, standards for professional development. It also
emphasizes not substituting time for educators to collaborate and share learning.
The most effective way to use time is during the day, as to allow teachers to study
student work and use discussion to evaluate. The professional development needs
to be deep and focus on content knowledge and effective instruction. Allowing
release time during the day will allow for this to happen. Fullan states that these
needed ingredients often fail because “the system is not structured to support the
intended reform”. Realistic examples were given how most professional
development fail. The author’s examination of the professional development was
true and accurate. Although the article could have elaborated on the failures of
professional development, there was a balance to needs of professional
development that was expressed in the article. I appreciated the focus the article
gave to student achievement, and its relationship with professional development.
(2009) Steps to Developing a Personal Development Plan.
This step-by-step plan designed by the Eisenhower National Clearinghouse
for Mathematics and Science Education (ENC) and the National Staff Development
Council(NSDC) guides educators to develop a personal professional development
plan. In short the steps include: Find, Review, Ask, Use, Decide, Evaluate, Reflect and
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Create to accomplish the goal. The article suggests reviewing components of a good
plan, followed by asking questions to clarify the goal. It connects the goals of the
plan with the activities, not being limited to a specific length of time for the in-
service. According to the article, “research indicates that working with others will
enhance your learning and promote lasting improvement and change in your
school.” When creating a plan it is imperative that the focus should be student
learning, continuous and on-going evaluation. The article gives some clear tools to
make each suggestion possible, review several questions to have clarity to the
ultimate goal of student achievement. The article includes a template for educators
to get started. Each participant/educator can use the template for a individual goal
or a school wide plan. This step-by-step plan is easily achievable. Although this piece
is short it provides some useful questions and tools that could be use for a beginning
plan or a plan that’s being re-created.
Blake, J. (2009). Create a Professional Development Strategy(Part 1 of 2).
In this online blog the author of this article points out that life long learning is
essential to professional development. Blake equates professional development as a
tool to learning ones craft through training. She emphasizes “actionable” steps to
move a plan forward and then provides a template to do so. Her philosophy is “if
you’re not thinking actively learning, you are obsolete.” The author suggests that a
vision is the first step before getting into specifics. Next, focus on four key areas;
knowledge, skills, talent and experience. And with those four areas there are vital
SUCCESSFUL PROFESSIONAL DEVELOPMENT PROCEDURES 9
questions to ask. This article was not specific to education. I feel that the
information was still valuable in conducting a professional development plan. This
article was a two part series, expounding on the topic of professional development,
where Blake will show how to take actionable steps, along with a special coaching
offer. I feel it was too short and part 2 could have been included.
Schlechty, P.(2002). Working on the work: An action Plan for Teacher,
Principals, and Superintendents. Abstract retrieved from http://josseybass.com/.
This book is written for teachers, principals and superintendents, “in which
teacher act as leaders in developing and implementing classroom activities intended
to engage students in meaningful work”. The author contends the increasing
students achievement is the remaining critical piece for education reform. Schlechty
proposes educators rethink teaching based on 12 descriptors, which includes but
not limited to; work that authentically engages students to learn, students are
volunteers, effort affects learning outcomes as much as intellectual ability, and
teachers are leaders and inventors. Schlechty states that implementation of these
strategies will lead to genuine learning in the classroom. This article lacked
scientific language and strong evidence to support its point. Most of the points
mention are things learned in the 100 level of education classes, it lacked merit on
Hassel, E. (1999). Professional Development: learning from the best. Abstract
retrieved from http://josseybass.com/.
“This guide, written by the North Central Regional Educational Laboratory
(NCREL), contains recommendations for designing, implementing, and evaluating
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professional development (PD) programs.” Hassel includes a sample section from
the award-winning proposals, from the National Awards Program for Model
Professional Development. One of the tools included is a planning table, allowing
stakeholders to be apart of the formula for effective program functioning. It is
apparent from the article that Hassel wants to clearly and concisely assists in the
designing of a professional development plan. He gives and overview, which is a
very lengthy portion of the book and then Hassel, lays the procedures for
implementing professional development. Highlighted in the article is the need for
documentation of each decision and creating a folder for evaluation as you journey
to creating professional development plan. This article holds a lot of merit. The
book addresses all critical points for a good professional development plan. I like
the use of creditable resources such as the U.S. Department of Education.
Professional Development Roles and Responsibilities. Missouri Professional
Development guidelines for Student Success Retrieved from
The Missouri Professional Development guidelines emphasize collaboration
between the stakeholders. Board members are mention, as the support needs to be
known district wide to carry out the vision, in pursuit of academic achievement. The
article suggests a plan should be adopted to show commitment to the endeavor of
learning. Administrators should communicate the districts goals, keeping the
culture in mind while collectively working with teachers. It also goes on to say that
creating teams, shares the leadership among all the stakeholders in the districts.
“The emphasis of professional development Committee(PDC) work must focus on
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student achievement and school improvement as identified by multiple indicators of
student achievement” from the state’s standards. This article was good. It is specific
to the Missouri State Standards, but there is a lot of viable information included for
any school trying to develop a good plan.