EDU 585 Professional Development Models

5 Professional Development Models

Observation & Assessment

Development & Improvement

Critical Friends Group

Inquiry

Individually Guided Development

Teachers play an active role in planning professional development in this model. In groups, teachers identify areas of need, then choose resources or curricula to help them improve those areas (Francis, 2021). Teachers set improvement goals by collaborating with colleagues and administrators. This model works well with district or school site initiatives.

This model allows teachers to “choose which areas of professional learning are most important to them” (Francis, 2021). Teachers create or design learning goals that best suit their needs (Cetin & Bayrakci, 2019). They’re also able to choose their preferred modes of learning when in pursuit of knowledge and skills (Cetin & Bayrakci, 2019).

This model includes “peer-supported feedback and evaluation” that teachers use to help each other improve their practices (Francis, 2021). A more experienced mentor observes another teacher and takes notes. When they debrief, the mentor teacher shares their observations and provides feedback. This is used in conjunction with professional development.

This model requires teachers to use a structured method to improve their practices (Cetin & Bayrakci, 2019). Teachers must: identify a problem, formulate research questions, collect and analyze data, and design an intervention or improvement plan (Cetin & Bayrakci, 2019). In some variations of the model, teachers implement changes in classroom practices and collect more data to measure the outcome (Francis, 2021).

Groups of teachers “focus on factors affecting students’ achievement such as examining curriculum and student work” (Cetin & Bayrakci, 2019). Teachers identify student learning goals, reflect on practices already used and practices needed, and set realistic goals to improve those practices (Cetin & Bayrakci, 2019). Goals are made collaboratively and the purpose of the goal is clearly stated (Cetin & Bayrakci, 2019).