By Ellen Eisenberg

By Ellen Eisenberg, Executive Director of The Professional Institute for Instructional Coaching (TPIIC)

Friday, March 6, 2020

I just read a report entitled, “Standard for Teachers’ Professional Development” out of the UK Department for Education. This report has determined the following standards for schools:
1. Professional development should have a focus on improving and evaluating pupil outcomes.
2. Professional development should be underpinned by robust evidence and expertise.
3. Professional development should include collaboration and expert challenge.
4. Professional development programmes should be sustained over time.
5. Professional development must be prioritised by school leadership.

Although we have embraced professional learning rather than professional development as our standards, these are relevant for our work. Each standard provides clarity of what should be recognized as effective professional development.

For example, #1 above indicates that effective PD has explicit relevance to participants; individual activities link logically to the intended pupil outcomes; and the PD involves ongoing evaluation of how changes in practice impact student outcomes. #2 includes effective PD develops practice and theory together; links pedagogy to content; has an evidentiary trail to support it; is supported by those with expertise and knowledge to help participants improve their understanding of evidence; and challenges teachers’ beliefs and expectations about teaching and learning. # 3 suggests collegial problem solving; discussions about practice and supporting students with similar needs; challenging existing practices to elicit multiple perspectives; and support from someone in a coaching and/or mentoring role to provide modeling and challenge. #4 above suggests that PD is iterative and needs ongoing support and follow up; may include singular activities as part of a PD plan; and includes opportunities for experimentation, reflection, feedback, and evaluation. #5 suggests leadership of PD needs to be clear about how student outcomes are improved; clear curriculum and vision are transparent, modeling PD is an expectation for all; time and resources are available to support the PD; and that priority and professional trust are critical for success.

Wow… sounds like a recipe for effective instructional coaching and mentoring.

What do you think?

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