The most effective PD focuses on honing classroom skills, developing subject expertise, and addressing specific challenges like classroom management, bullying prevention, or technology integration.
Most teachers participate in professional development, but many find it ineffective. The difference lies in whether PD is specific, relevant, ongoing, and actually applied in the classroom.
Professional development is only valuable when teachers put what they’ve learned into practice. Ongoing support, feedback, and commitment to implementation are what make PD stick.
Networking and collaboration with other educators are underrated benefits of PD, bringing fresh perspectives and practical ideas from peers facing similar challenges.
Most teachers are also passionate lifelong learners. In fact, courses and programs that provide opportunities for professional development for teachers are extremely important in the education field.
Motivated by intellectual curiosity and a desire to be the best educator they can be, many teachers also take professional development courses to help position themselves for salary advancement or to further their career goals.
So, what is teacher professional development and why is it so important?
Professional development for educators usually takes the form of either in-house, school district-sponsored training sessions or continuing education courses and programs, delivered on campus or online, under the auspices of a college or university.
Courses range from general topics that help educators stay on top of the newest standards and strategies, to specific subjects designed to help them enrich their teaching practice and improve classroom learning.
Unfortunately, enough educators have had an underwhelming experience with professional development that many do not hold the concept in high regard. According to a study cited in the Center for Public Education report “Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability,” there is no shortage of opportunity. Researchers found that 90 percent of teachers reported participating in professional development, but “most of those teachers also reported that it was totally useless.” That is why the emphasis must be on effective professional development.
The field of education is constantly changing. So it makes sense that teachers must embrace the idea of being lifelong learners as well.
Professional development describes programs that enable educators to improve their own teaching — both by learning new teaching styles, tips and techniques, as well as subject areas; and by interacting with expert instructors and experienced educators in the program of their choice.
Federal, state and local educational organizations all place a high value on ongoing professional development for teachers. And it’s easy to understand why. For one, there is research to indicate that teacher professional development can enhance student comprehension and achievement, according to a tolerance.org report titled “Teaching Teachers: PD To Improve Student Achievement.”
Here are several of the perceived and proven benefits of quality professional development programs for teachers:
The Learning Policy Institute authored a report in which it defines effective teacher professional development as “structured professional learning that results in changes in teacher practices and improvements in student learning outcomes.”
Ranging from in-school workshops during so-called professional development days to in-depth courses and programs taught by college-level instructors in a university classroom or online setting, professional development programs for teachers can range from obligatory to inspiring.
So what are some ways to ensure that such programs deliver the most bang for the buck — for teachers, for their school districts and, most important, for students? Here’s a closer look at several strategies aimed at ensuring that teacher professional development efforts are as effective as possible.
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Topics for professional development courses run the gamut from Common Core Standards to Introduction to Coding for Educators. Differentiated Instruction, Adolescent Literacy and Closing the Achievement Gap, are among those cited by Teacher.org.
The University of San Diego, which offers hundreds of high-quality professional development courses for educators through its Division of Professional and Continuing Education, lists the following courses as among its most popular:
Many school districts offer financial incentives for teachers who complete professional development, including salary step increases tied to continuing education credit. Requirements for these increases vary widely by district, so it’s important to seek pre-approval from your school district to confirm that a specific course will count toward salary advancement before enrolling.
Most states require teachers to complete a set amount of continuing professional development to renew their teaching license, though specific requirements vary significantly from state to state. California, New Jersey, and Rhode Island are among the few exceptions that don’t tie license renewal to a formal PD hour requirement.
Most teachers complete between 20 and 40 professional development hours per year, though exact requirements vary significantly by state and are often measured across a multi-year renewal cycle rather than annually. Texas, for example, generally requires 150 hours over five years, while Illinois requires 120 hours over the same period, so confirming your specific state’s requirement is essential before planning your PD schedule.
Many school districts and states do accept online professional development courses toward required PD hours, provided the course comes from an accredited or approved provider. Confirming that a specific online course or program meets your district’s and state’s approval criteria before enrolling helps ensure the hours will actually count toward your renewal requirement.
Some states and districts do accept self-directed professional development, such as reading educational research, completing independent study, or developing curriculum materials, though this is often capped at a percentage of total required hours rather than accepted without limit. Checking your district’s specific policy on self-directed PD, and keeping documentation of the work completed, helps ensure these hours are properly credited.
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