pillar practices as part of the learning-oriented leadership model (Drago-Severson, 2004b, 2009, 2012 forthcoming) are compared to the current models of professional development: training, observation/evaluation and feedback assessment, involvement in an improvement process, inquiry/collaborative action research, individually guided or self-directed, and mentoring (or coaching). Characteristics of Professional Development Models Table 6 Defining Focus: Methods: Goals Mode of Underlying Characteristics Target of Types of Delivery Assumptions Development Initiatives Training Information, Most Improved Are mostly Techniques and skills increasing some student single-shot or are worthy of knowledge, coursework, achievement, by” replication. “drive and skills Hunter model enhanced experiences. development teacher knowledge and skills Observation/ New or Peer coaching, Improved Several Colleagues’ Evaluation & improved clinical student conferences observations and Feedback teaching supervision, achievement and/or feedback will Assessment methods teacher through meetings enhance reflection through skill evaluation improved occur over a and performance. development teacher period of performance time. Involvement in Increased Curriculum Improved Longer Adults learn most School knowledge and development, classroom term—may effectively when Improvement skills needed to research into instruction and span several faced with a problem Process participate better teaching, curriculum years. to solve; that is, effectively in assessment of issues of practice that decision student data, are meaningful to making improvement them. processes Inquiry/ Improved Collaborative Improved Process is Collaborative action research, teaching on and Action skills, collaborative practices and context and nonhierarchical; Research collegiality, research, study greater student current teachers have collaboration, groups, learning. problems, knowledge and communities of roundtables issues, and expertise that can be practice dilemmas. brought to the inquiry process. Self-Directed Increased Self-directed Improved Adults are capable of learning, collegiality and on judging their own pursuit of journal-writing, opportunities for context and learning needs; adults evaluation with reflection current learn best when they interests. teacher setting problems, are agents of their goals issues, and own development. dilemmas.
pillar practices as part of the learning-oriented leadership model (Drago-Severson, 2004b, 2009, 2012 forthcoming) are compared to the current models of professional development: training, observation/evaluation and feedback assessment, involvement in an improvement process, inquiry/collaborative action research, individually guided or self-directed, and mentoring (or coaching). Table 6 Characteristics of Professional Development Models Defining Characteristics Focus: Target of Development Methods: Types of Initiatives Goals Mode of Delivery Underlying Assumptions Training Information, increasing knowledge, and skills development Most some coursework, Hunter model Improved student achievement, enhanced teacher knowledge and skills Are mostly single-shot or “drive by” experiences. Techniques and skills are worthy of replication. Observation/ Evaluation & Feedback Assessment New or improved teaching methods through skill development Peer coaching, clinical supervision, teacher evaluation Improved student achievement through improved teacher performance Several conferences and/or meetings occur over a period of time. Colleagues’ observations and feedback will enhance reflection and performance. Involvement in School Improvement Process Increased knowledge and skills needed to participate effectively in decision making Curriculum development, research into better teaching, assessment of student data, improvement processes Improved classroom instruction and curriculum Longer term—may span several years. Adults learn most effectively when faced with a problem to solve; that is, issues of practice that are meaningful to them. Inquiry/ Collaborative Action Research Improved skills, collegiality, collaboration, communities of practice Collaborative action research, collaborative research, study groups, roundtables Improved teaching practices and greater student learning. on context and current problems, issues, and dilemmas. Process is and nonhierarchical; teachers have knowledge and expertise that can be brought to the inquiry process. Self-Directed Increased pursuit of interests. Self-directed learning, journal-writing, evaluation with teacher setting goals Improved collegiality and opportunities for reflection on context and current problems, issues, and dilemmas. Adults are capable of judging their own learning needs; adults learn best when they are agents of their own development.