Build on Strength
Your department/grade chairs and the most willing and able teachers should be trained first. Often they become co-trainers and coaches that help transfer the new learning to the classroom. In addition, their success and enthusiasm could encourage the more hesitant colleagues to say, "Well, if it can help them, I guess it can help me too." While well intentioned, the decision to train the most needy teachers first reduces faculty buy-in by stigmatizing training as remedial and not part of a natural career long professional development process.
Make Training Voluntary
Changing habits of teaching requires that teachers focus on new ways of doing things as they begin each day or class period. Teachers must want to change. Sharing data, encouraging professionalism, and showing respect is more effective in creating a critical mass of success than mandating that teachers participate. Once training becomes mandatory it is impossible to determine which teacher are really committed to improving their practice.
Diversify Training
One of the hardest things for an administrator to do once an excellent program demonstrates its merit is to slow down. "Let's train everyone on the faculty" can prevent the systematic process of training that permits a program to gain strength as people discover its value. Another challenge for administrators is developing a differentiated, systematic approach for training your faculty that will provide immediate results as well as long-term sustainability.
For more information on developing an effective site-based professional development system please contact Deborah Porter at 754-321-3521
Your department/grade chairs and the most willing and able teachers should be trained first. Often they become co-trainers and coaches that help transfer the new learning to the classroom. In addition, their success and enthusiasm could encourage the more hesitant colleagues to say, "Well, if it can help them, I guess it can help me too." While well intentioned, the decision to train the most needy teachers first reduces faculty buy-in by stigmatizing training as remedial and not part of a natural career long professional development process.
Make Training Voluntary
Changing habits of teaching requires that teachers focus on new ways of doing things as they begin each day or class period. Teachers must want to change. Sharing data, encouraging professionalism, and showing respect is more effective in creating a critical mass of success than mandating that teachers participate. Once training becomes mandatory it is impossible to determine which teacher are really committed to improving their practice.
Diversify Training
One of the hardest things for an administrator to do once an excellent program demonstrates its merit is to slow down. "Let's train everyone on the faculty" can prevent the systematic process of training that permits a program to gain strength as people discover its value. Another challenge for administrators is developing a differentiated, systematic approach for training your faculty that will provide immediate results as well as long-term sustainability.
For more information on developing an effective site-based professional development system please contact Deborah Porter at 754-321-3521
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