Rochelle, a teacher, attends professional development training to improve her skills but finds it difficult to implement what she learns without guidance. Research shows traditional "sit and get" professional development is ineffective, while models involving observation and coaching are more successful. A report called "The Mirage" concluded that billions are spent on professional development with no measurable impact on teaching quality. Effective professional development should be ongoing, provide support for implementation, involve active learning and modeling, and be discipline-specific.

1. Presentation by:Tyna Williams

2. Rochelle is a teacher at a local elementary school
that attends professional development training
so she can:
• Learn new concepts
• Brush up on skills and learn new ones
• Increase knowledge to enhance her class
• Improve pedagogy

3. Rochelle goes to her classroom ready to implement what she learned
while in professional development.

4. BUT…Rochelle was at a standstill…not knowing where to start. In her
professional development because she wasn’t shown how to implement
her new skill into the curriculum.This has put her teaching at standstill.

5. The traditional method of "sit & get" professional development is NOT
working for today’s educators.
Research shows that the "go & show" model is a more effective
professional learning approach.

6. What Does Research Say?
The Mirage Report
TNTP, a NewYork-based non-profit education reform group formerly known
asThe NewTeacher Project came out with a report on Professional
Development called The Mirage. “Teacher professional development is an
enormous sinkhole, sucking billions of dollars every year and producing no
measurable results” , says a new study byTNTP (Lemov, 2015).

7. ATeacher Still:
Struggles in the Classroom
Performance Lags
Growth Diminishes
Mirage Report Says: Even with Staff Development

8. Screenshot (above) from “The Mirage: Confronting the hard truth about our quest for teacher development” (Jacob, A., & McGovern, K. ,2015)

9. 40% of teachers felt the
professional development
they received was time well
spent
50% of teachers felt the
professional development they
received improved teaching
practices that were long term.
Screenshot (above) from “The Mirage: Confronting the hard truth about our quest for teacher development” (Jacob, A., & McGovern, K. ,2015)

10. 75% of teachers felt observing other excellent teachers was a good use of their
development time, but they opportunity only comes around 2 or 3 times a
year.

11. When it comes to staff
development ask these
questions:
 Was it time well spent?
Was it tailored to fit your
needs?
 Did you learn how to
implement what was presented?
 How was the experience?
What could make it better?

12. Teaching is more complex than ever. Working with students, teachers continually confront new
challenges, and are expected to refine their strategies and techniques to ensure students learn. From
keeping pace with the newest classroom technologies, addressing classroom discipline issues, and—
perhaps most significantly— the rollout of the Common Core State Standards, the pressures to
improve student achievement are immense.That’s true for veteran teachers, and it’s true for those
who are new to the profession and need the coaching and training that can transform them into first-
rate teachers.
PROFESSIONAL LEARNING HAS CHANGETO ACCOMMODATE OUR TEACHERS!!!

13. Adopting Gulamhussein’s 5 Principles of Effective PD help us break
traditional professional development and implement a new
professional learning approach that will truly provide significant
learning opportunities for all educators.

15. Duration
The duration should be SIGNIFICANT and ONGOING in order to
allow educators time to learn and practice new teaching strategies.

16. Support
Provide ongoing support during the implementation stage for
educators with: coaching, peer collaboration and mentoring

17. Active Learning Active learning can engage educators
with different approaches such as:
• Readings
• Role playing
• Live modeling
• Observations
• Discussions

18. Modeling
Modeling is a must because:
Expert teachers can
demonstrate their skills
Peer observation
Authentic learning
Real life application.

19. Discipline-Specific
Differentiated content
Address discipline-specific
concepts, skills, and
pedagogy

20. 5 Principles of Effective Professional Development
and model them effectively in order to break the cycle
No more "SIT & GET” , lets "GO & SHOW"
when it comes to professional learning

22. Gulamhussein,A. (2013).Teaching the teachers: Effective professional development in
an era of high stakes accountability. Center for Public Education, 1-47. 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
Lemov, D. (2015,August 17). ABOUTTHAT MIRAGE: READINGTNTP’S REPORT ON
TEACHER DEVELOPMENT (PART I). Retrieved March 6, 2017, fromTeach Like a
Champion: http://teachlikeachampion.com/blog/mirage-reading-tntps-report-
teacher-development-part/