Voices in Education: Successful Professional Development for Educators: What Does It Look Like and Who Should Be Involved?

Abstract

The aftermath of COVID has breached student learning and schools are struggling. Consequently, we have noticed an increase in professional development programs (across different educational settings) which are meant to improve teacher instructional effectiveness that will positively affect student learning outcomes (Darling-Hammond, 2010; Jackaria, P. M., Caballes, D. G., 2022; Lichtenstein, G., & Phillips, M. L., 2021). Student teachers’ understanding of how their own professional learning takes place has also been examined (Ribaeus, K., Enochsson, A., & Hultman, A. L., 2022). Even so, professional development is not always successful, and students continue to fail. We thought it may be helpful if we reflect on all that should be considered to engage in successful professional development that ultimately leads to changes within a school. Effective professional development is grounded in adult learning theory (Bandura, 1977) and transformational-learning theory (Mezirow, 1994), both of which view learning as a personal, developmental, and constructive learning process (Merriam, 2001; Desimone, 2011). Considering that learning is personal, adult learners (teachers in this case) may be at different stages of learning any specific new concept that will affect their classroom instructional routines. Transformational learning describes how teachers develop professionally over time. Teachers who have little background and their instructional practices do not align with the new professional development proposed, may need supplementary support for some time. New instruction needs to be practiced to permanently change any new instructional routine (Evans et al., 2012; Guskey & Yoon, 2009). The individual school culture (values, beliefs, and norms) will also need to be considered when implementing professional development (Firestone & Mangin, 2014; Sarason, 2004). The methods of professional development that work in one school context may need to be adapted for another school to succeed (Murphy, 2013, Taylor, 2009). For example, schools within a community where students are disadvantaged may have needs that are different from those whose needs are being met. Thus, for any school reform movement to be successful, all the educators in a school need to believe that instructional change through ongoing professional development is necessary to improve the learning outcomes for students (Darling-Hammond et al., 2009). And of course, effective school leadership is critical for this to happen (Bryk et al., 2010; Wheatley, 2002). By creating a professional learning environment, teachers