changing professional development ideas for better by using Gulamhussein's 5 principles

1. CHANGING
PROFESSIONAL
DEVELOPMENT

2. WHAT IS IT?
Professional Development is a term used to identify
teacher training. PD can be designed as a workshop, school
visit, coaching, research, or peer observation. Teachers are
involved in workshops more frequently than the other types
listed.
(Gulamhussien, 2013)

3. PD
When teachers hear about
new PD that they are
required to attend, you can
see a physical response.
They literally cringe. Why is
that?

4. THAT’S BECAUSE…
When we think of PD, we think of a workshop which is a
boring way of being introduced to and learning new
concepts. Some refer to it as the “sit & get” model of
learning.

5. We don’t expect our kids to learn this way, so
why should we?

6. 5 PRINCIPLES OF EFFECTIVE PD
Allison Gulamhussein developed the 5 principles for effective
Professional Development. These principles can be applied
to any type of PD that is being provided to help ensure
teacher retention of new concepts.

7. PRINCIPLE #1
“The duration of professional development must be
significant and ongoing to allow time for teachers to learn a
new strategy and grapple with the implementation problem”
(p. 17).
(Gulamhussein, 2013)

8. DURATION
PD that is long lasting over extended periods of
time will allow teachers to have the ability to
apply and practice new approaches. I think
duration of PD is probably the most important
and effective principle to focus on when
attempting to redesign PD. The longer you
stick with something, the more likely it will
become a habit.

9. PRINCIPLE #2
“There must be support for a teacher during the
implementation stage that addresses the specific
challenges of changing classroom practice” (p. 18).
(Gulamhussein, 2013)

10. SUPPORT
Ongoing support throughout the
implementation process is key. If
there is no one available to help
you, there is a bigger possibility
that you will give up the new idea
that was presented to you.

11. PRINCIPLE #3
“Teachers’ initial exposure to a concept should not be
passive, but rather should engage teachers through varied
approaches so they can participate actively in making sense
of a new practice” (p. 19).
(Gulahussein, 2013)

12. ACTIVE PARTICIPATION
Workshops are a “sit & get” style of learning that aren’t
conducive to learning. When I think about how we teach our
students, we see that students learn best when they are
actively participating in the learning process.

13. PRINCIPLE #4
“Modeling has been found to be highly effective in helping
teachers understand a new practice” (p. 20).
(Gulamhussein, 2013)

14. MODELING
Modeling is about involving students in
the learning process. In terms of PD,
teachers are the students. I’m taken back
to the quote from Ben Franklin: “Tell me
and I forget; show me and I may
remember; involve me and I learn.”

15. PRINCIPLE #5
“The content presented to teachers shouldn’t be generic,
but instead specific to the discipline (for middle school and
high school teachers) or grade-level (for elementary school
teachers)” (p. 20).
(Gulamhussein, 2013)

16. CONTENT SPECIFIC
This principle can be the easiest cover or
the most difficult. Finding a PD topic as
an administrator that reaches your
ENTIRE staff is tricky. PD that is
specific to your grade level or content
has the ability to make a great impact.

17. FOCUS
When all of these principles are effectively implemented into
professional learning, I can tell because I am able to be
successful with new strategies or concepts that were
presented.

18. CONCLUSION
As a whole, our campus can take these 5 principles and
work towards making PD successful for all teachers and
students.

19. REFERENCES
Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High
Stakes Accountability. Center for Public Education. Retrieved from
http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/Teaching-the-Teachers-
Effective-Professional-Development-in-an-Era-of-High-Stakes-Accountability/Teaching-the-Teachers-
Full-Report.pdf