September
21, 2014
“Students learn best when they
are engaged in meaningful activities;
when they collaborate and receive peer
feedback; when they reflect critically on what they are doing; when
they work on real-world, challenging,
authentic activities; when their work is constantly evaluated; and when
they are intrinsically motivated.” (Vrasidas & Glass, 2004)
Certain times of the year in a
teacher’s life there are moments of anxiety and dread when the words
“professional development” are whispered in the hallowed halls of their
institutions. With the age of accountability upon us, and the level of anxiety
rising in all areas of our schools, we need to recognize the problems inherent
in providing relevant professional development that truly has an effect on
improving instruction, and student achievement.
Unfortunately, most professional
development is a waste if there is no connection to the real-world issues faced
by the faculty on a daily basis. In fact, anyone that has ever taught in the
schools knows that peer feedback is an essential part of the professional
learning process, especially in the faculty room. There are a few successful
models where professional development occurring on the school site, and woven
in such a way as to encourage facilitative feedback and peer evaluation may be
a more constructive and achievable process for creating significant change.
Over recent
years there has been an abundance of research created in the types of
successful professional development that can nurture this desired outcome, but
to what avail do we look for these opportunities? We cannot only evaluate
teachers into oblivion, we must help them discover their potential, and their
discoveries should be gathered in a collective, and constructive manner with
the aim of improving teacher and student learning. If teaching is ever to rise
to the level of a profession in the eyes of our critics, than this goal is a
must in the lives of our teachers and our students.
There are
many successful models for professional development, but one, which I am quite
impressed with, is the format that actively involves, and infuses collaboration
and feedback into the process. “Feedback”
is defined as ‘‘specific information comparing a student’s observed performance
with an established standard or objective. In a study by VandenBurgh, Ros, and
Beijaard (2014), efforts were directed
to improving teachers’ feedback behavior during active learning by implementing
a specifically designed professional development program (PDP) measuring the
extent teachers’ feedback occurred during active learning. The PDP outline for
the study is outlined below.
1.
Informative
meeting with team
2.
Videotaping
an active learning lesson delivered by each teacher
3.
Selection
of pertinent fragments from their own videotape by each teacher
4.
Video
interaction training meeting in small groups and a facilitator/supervisor
The study was ongoing and proved
that a long-term effort of PDP facilitated for active teacher involvement was
much more successful in improving the teacher’s ability to change making
constructive efforts to improving student learning and achievement.
The
opening quote presents a challenge to all 21st Century School
Leaders to create and provide the opportunity and the process for constructive
professional learning, whenever possible. Take up the challenge and create
significant change for your schools this year. “Innovative professional development will involve opportunities for
teachers to share their expertise, learn from peers, and collaborate on
real-world projects.” (Vrasidas & Glass, 2004).
Vanden
Bergh, Linda, Anje Ros, and Douwwe Beijaard. "Improving Teacher Feedback
During Active Learning: Effects of a Professional Development
Program." American Educational Research Journal 51, no. 4
(2014): 772-809.
Vrasidas,
Charalambos, and Gene Glass. Online Professional Development for
Teachers. IAP, 2004.
