Evidence Matters | Teacher Professional Development: The Future

July 31, 2024

In our previous two posts, we have examined the impact of professional development on both teacher satisfaction and teacher effectiveness, and we have looked at what research tells us are the essential components when it comes to effective professional learning for educators. Given that we know the importance of these essential building blocks, where does that point us with regard to the reimagining of professional development?

In 2023, a team of researchers published new findings from an evaluation of multiple theories of effective professional development and analyzed the mechanisms by which it either fails or succeeds. Overall, researchers concluded that professional development is most likely to succeed if it effectively balances the following:

• Provides new insight about teaching and learning
• Motivates teachers to make changes in their practice
• Provides teachers with relevant techniques to put these insights to work, and
• Embeds the requisite change in practice

If we apply this data to professional learning for teachers, we arrive at a variety of options that may look very different from the traditional “sit and get” sessions of the past. These options might look like inviting teachers to share with their grade level or subject-specific peers lessons learned when teaching a particular topic, and this could include the lead presenter inviting teachers to become students themselves. Alternatively, teachers might be given the opportunity to visit a colleague’s classroom and witness the effectiveness of a particular technique firsthand. Teachers might also be given the chance to learn about the latest research on a particular topic and then allowed to engage in action research of their own. In many states, the “teacher as researcher” model is proving to be an effective mechanism for teachers’ professional growth.

But apart from reimagined formatting, the professional learning topics themselves must also address the mechanisms of success mentioned above. In 2024, many teachers are looking for ways to expand upon what they were exposed to within their own teacher preparation programs, which, for some teachers, may have occurred many years ago. Newer, more relevant topics may include how to teach subjects such as digital literacy or ways to enhance students’ communication skills. In the post-pandemic era, many teachers often suggest that they feel more compelled than ever to be equipped with the skills to address students’ social-emotional needs. In order for teachers to be able to effectively help students manage their emotions and develop appropriate social skills, teachers must be adequately prepared to do so.

While the majority of teacher preparation programs successfully prepare teachers to teach academic content, the reality is that, throughout their careers, teachers require continuous professional learning opportunities in order to keep pace with the demands of an ever-changing society and its youth. Just as we cannot expect physicians or attorneys to remain competent without the opportunity to continuously refine their understanding of best practices, we cannot expect teachers to effectively serve their students if we are still providing them with outdated information in outdated ways.

If we are to best serve our students, we must ensure that those tasked with educating them are equipped with proven and relevant skills and knowledge of today. And in order to convince children that lifelong learning is essential, they must witness their teachers living by that principle. A teacher who loves learning teaches children to do the same.

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Kelly Gregory is the Riley Institute’s Director for Public Education Projects and Partnerships and previously taught for 11 years in South Carolina public schools. She holds a bachelor’s degree in Psychology and a master’s degree in Special Education. She also holds a National Board certification as an Exceptional Needs Specialist. She can be reached at [email protected].