Professional Development Graphic Organizer - Macdonald

Professional development models

District Professional Development

Individualized Professional Learning Plans

Remote Professional Development

Mentoring/Coaching

Community of Learners

Advantages

Advantages

Advantages

Advantages

Advantages

Disadvantages

Disadvantages

Disadvantages

Disadvantages

Disadvantages

Activities

Activities

Activities

Activities

Activities

ReferencesFogarty, R., & Pete, B. (2017). From staff room to classroom: A guide for planning and coaching professional development. Corwin. Hopping, L., & Stevenson, R. (2014). The Case for Meaningful Professional Development. AMLE Magazine, 1(6), 10-13. https://lopes.idm.oclc.org/login?url=https://www.proquest.com/trade-journals/case-meaningful-professional-development/docview/1671180454/se-2 Krečič, M. J., & Ivanuš Grmek, M. (2008). Cooperative learning and team culture in schools: Conditions for teachers’ professional development. Teaching and Teacher Education, 24(1), 59–68. https://doi.org/10.1016/j.tate.2007.02.011

Stangl, C. (2023, February 8). Using blended learning in professional development. Edutopia. https://www.edutopia.org/article/blended-learning-teachers-professional-development

Characteristics: Teachers learn from colleagues or peers within the same organization. For example, grade-level and department teams. Through collaboration, the professional learning can be tailored to provide chances for learning that are pertinent and useful (Fogarty & Pete). Effectiveness: This model is effective for sharing best practices and promoting collaboration. By sharing their experiences in the classroom, teachers can learn one another important skills and strategies.

Characteristics: Group training sessions led by experts in a particular field or topic. For example, workshops, seminars, large group presentations (Krečič & Grmek, 2008)Effectiveness: This model is effective because it allows the district to convey the same message/goal to all staff (Hoping & Stevenson, 2014) allowing for collaboration and clarification.

Characteristics: Provides one-on-one coaching sessions with a experienced professional educator. The instructional coach and/or mentor creates a positive environment where the teacher can share experiences, plan and reflect as well as get feedback. Effectiveness: This model is effective for personal growth and to learn best practices (Hopping & Stevenson, 2014). Instructional coaches and/or mentors can guide teachers and teach them strategies they can implement in their classrooms. Furthermore, this model provides the teacher with constructive feeback that he or she can reflect on.

Characteristics: Staff members have the flexibility to choose the course they want to take as long as they fulfill an specific amount hours and/or credits. For example, workshops and graduate course work. The adult learners sets their goals and design their plan of action (Fogarty & Pete, 2017). Effectiveness: This model is effective because it allows the staff member to choose their courses based on their needs and become responsible for their own learning which will motivate the learner to achieve their goals (Conaway & Zorn-Arnold, 2015)

Characteristics: Self-paced or instructor-led online courses and resources that allow the adult learning to learn a variety of courses/topics. Effectiveness: This model is effective because it allows teachers to learn and grow professionally without taking away time from their classroom. Due to time constraints, many teachers lack the motivation to attend trainings. By having the opportunity to access meaningful trainings online, the teacher becomes motivated to actively participate.