Professional Development Models

Professional Development Models

By: Michelle Comstock

5 Models of Professional Development

Remote Professional Learning Plan

Site-Based Professional Development

Small Group Professional Development

Districtwide Professional Development

Individual Professional Learning Plan

Each staff member determines their own course of learning. Centered around obtaining clock hours for state requirements.

High in collaboration, focused on targeting specific needs of learning communities such as departments or grade level teams.

Delivered online through live video/webinar or through prerecorded video and provides collaborative opportunities through digital interaction.

Focused on district initiatives and introduced to entire district. Typically held over multiple days.

Provided in building and focused on the buildings needs. It is part of a long term plan connected to the district/state.

Key Characteristics

Transfer and application are directly aligned to teams needs. Supports addressing real concerns focused on data and learn from one another.

Conveys the same massage whole building, ensures consistency and promotes a collaborative culture sharing best practices and inviting consultants/experts.

Ensures all educators receive information and builds consistency throughout the whole district (Snelling, 2021)

PD can be a blend of synchronous and asynchronous learning. Integration of technology, increasing digital skills and opportunities for virtual connections.

Self-selected learning is individualized to improve self and target individual weaknesses.

Effectiveness of Model

Staff become self-directed. Work is relevant, purposeful, and enhances collaboration amongst teams (Fogarty & Pete, 2017)

Can be self-paced. Leads to relevancy and immediacy to teachers needs. Saves on district funds reducing travel expenses (Fogarty & Pete, 2017)

It is self-selected and customizable to meet individual wants and needs tailors specifically to one person.

More responsive of building goals that impact majority of staff (Fogarty & Pete, 2017) and can be focused on school data

It sets a unified vision for the district and builds equity across the schools.

Advantages

Staff may participate alone, lacking opportunity for discussion, dialogue, and transfer of ideas. Could feel more like a “stand and deliver” PD.

Everyone is doing own thing, may not be focused on the school/districts vision. May lack collaboration.

Limited perspectives or ideas. Others in building may need to be caught up on the information gained.

Not adequate for full implementation because it lacks practice and coaching. (Fogarty & Pete, 2017).

Difficulty funding for initiatives and inconsistency may form between other buildings in the district (Fogarty & Pete, 2017).

Disadvantages