This chapter explores (1) functions of PD, (2)characteristics of effective PD, (3) planning for PD (4) PD for administrators and sup­port personnel.

1. Chapter 8:
Professional
Development for
Educational
Personnel
• Lecturer: VATH VARY
• Email: varyvath@gmail.com
• Tel: 017 471 117

2. Impact
All personnel
functions
influence school
effectiveness,
but professional
development
and training
have the
greatest
potential impact.
This
chapter
explores
(1) functions of PD,
(2)characteristics
of effective PD,
(3) planning for PD
(4) PD for
administrators and
sup­
port personnel.
Introduction

3. Functions of Professional Development
Professional
Development
• PD aims to effect change by
improving skills, attitudes,
understandings, or
performance in present or
future roles.
• It increases the capacity of
the entire faculty to
strengthen student
performance.
Maintenance
Function
• This function refers to
activities intended to "keep
things from getting worse"
by reminding people of what
they already know but may
have forgotten.
• It helps maintain current
skills and knowledge.

4. Types of Change in
Professional Development
Technological Change
Changes in the way work is performed, such as revisions in
curriculum content or new ways of delivering instruction.
Structural Change
Changes in the way people relate to one another, such as
reassignment of duties or changes in power and authority
allocation.
Combined Impact
Some changes may lead to both technological and structural
alterations in the educational environment.

5. Accommodating Teachers'
Needs: instructional and structural
Type of
Change Teachers’ Needs Preferred Presenter
Teaching
Methods
Teachers prefer specific,
practical guidance,
demonstrations, safe trial
opportunities, and proof of
effectiveness/benefits
Expert in the new
technology
Structural
Changes
Teachers need clear
explanation of impact,
reassurance about role
changes, and trust in
leadership
Trusted
administrator
known for fairness
and honesty

6. Characteristics of Effective PD
• Involvement of all
teachers in a school,
department, or grade
level is more likely to
produce observable
changes in instruction.
Collaborative
activity
• Connect new skills to
teachers’ existing
knowledge, experience,
and beliefs
Integration with
Teacher Knowledge
Use classroom-like
activities where teachers:
Play the role of learner
Experience demonstrations by
skilled facilitators
• Engage in thinking like subject
experts (scientists,
mathematicians, etc.)
Active Learning
Outside knowledge:
experts, consultants,
conferences, books
• Inside knowledge:
Colleague interactions
and classroom
experience
Balance of
Knowledge
Sources

7. Feedback and Support in
PD
Effective teacher development requires strong
support and feedback. Principals play a key role in
encouraging teacher learning and behavioral change.
Peer coaching helps teachers learn new methods with
guidance and constructive critique. Coaching includes
demonstration, critique, and collaborative discussion of
strategy use.
Peer observation also fosters growth by sharing
ideas, gaining new ideas, raising self-awareness of
their teaching, and reducing isolation when done in a
trusting environment.

8. Congruence and Ease of
Adoption
Adoption Factors:
 Teachers are more likely to adopt new
strategies when they:
• Clearly understand them.
• See alignment with their teaching beliefs.
• Find them easy and practical to implement.
Effective programs often:
• Partner with universities to offer tailored courses.
• Support teachers working out of the field or
through alternative certification with targeted
training in pedagogy and content.

9. Planning for Professional Development
1
Assess Needs
Identify areas of improvement based on student achievement data and teacher feedback.
2
Set Objectives
Establish clear, measurable goals for the professional development program.
3
Design Content
Create relevant, practical content that addresses identified needs and objectives.
4
Implement Program
Deliver the professional development activities using effective methods and
strategies.
5
Evaluate and Follow-up
Assess the program's impact and provide ongoing support for
implementation.

10. Responsibility for PD
School-Based Programs
• Higher levels of teacher interest and
commitment
• Increased collaboration among staff
• More flexible and relevant offerings
• Potential time constraints for principals
and teachers
Centralized Programs
• More efficient use of resources
• Consistent offerings across the district
• Less demand on individual school staff
• May be less tailored to specific school
needs
 Traditionally, school administrators plan PD activities, while modern approaches emphasize
results-oriented PD that aligns with the school's mission and encourages teachers and principals
to collaboratively identify their learning needs.
 Schools can choose between centralized PD (district-led) and decentralized PD (school-
based). Decentralized, site-based PD is increasingly favored:

11. Time for Professional Development
Category of Time Description Key Notes
Salaried Work
Time
Time during regular teaching hours when
teachers are officially on duty.
Most appropriate and least
disruptive time for PD activities.
Released Time
Time when substitutes are hired to cover
teachers' classes so they can attend PD.
Feasible but incurs substitute
costs.
Stipend Time
Time outside regular hours where teachers
are paid additional compensation to attend
PD.
Requires extra funding;
acceptable if properly
compensated.
Personal Time Teachers' own personal time, such as
evenings or weekends.
Least costly for the school but
rarely acceptable to teachers.
Teacher time for professional development falls into four categories: salaried work time (during duty
hours), released time (using substitutes), stipend time (outside work hours with extra pay), and
personal time (teachers' own time).

12. Design of Professional
Development Programs
1 Form
Consider structure (group:
workshop, networks vs. individual:
mentoring, research) and content.
Group composition (elementary &
secondary) affects learning
outcomes.
2 Objectives
The outcomes for teachers can
be changes in knowledge,
behavior, or attitudes for
individuals or groups (See figure
8.1.)
3 Content
Select topics (revision of particular
curriculum areas, teaching strategies,
technology use, student learning styles,
and special needs) relevant to school
realities and teacher needs,
mandated curriculum standards,
and effective teaching strategies.
4 Presentation Methods
Incorporate theory, demonstration,
practice, and feedback for complex
behaviors. Use credible presenters;
Focus on concrete practices, not
abstract theory.

14. Beginning teachers benefit from a structured, directive training
approach, while experienced teachers prefer collaborative
learning to diversify their methods.
A recommended training format includes four steps: Pretest →
Information → Guided Practice → Post-test
1. Baseline/pretest: baseline observation and goal setting,
2. Information: providing research-based information,
3. Guided practice: guided practice with feedback and support, and
4. Posttest: post-training observation, goal revision, and program
evaluation.
Presentation Methods

16. Aspect Key Points Implications
Duration
• Effective professional
development often involves a
series of brief (around three-
hour) workshops spaced over
several weeks or months.
• This helps teachers absorb
complex material gradually and
integrate new practices into their
routines, making change easier to
manage.
Participation
• The context of training—
including location, facilities,
and participant composition—
affects teacher engagement
and relevance.
• Collective training encourages
collaboration and problem-
solving, and the sharing of
effective strategies.
Duration and Participation for PD

17. Evaluation of Professional Development (See Exhibit 8.3)
1
Participant Reactions
Gather feedback on
satisfaction with
presenters and content
immediately after the
session (survey, feedback).
2
Learning Assessment
Measure how much
teachers learned about
the material presented
during the workshop.
3
Implementation Check
Determine to what extent
teachers are using the
strategies they studied
through classroom
observations (classroom
application through
observation).
4
Student Impact
Measure the effect of new
practices on student
learning (use
experimental research
design).

19. PD for School Administrators
PD for School Administrators
is often overlooked, yet
essential for leadership
growth and school
improvement, and avoiding
burnout.
Priority Topics Identified by Principals:
School Climate: Strategies to assess and improve school morale and align policies for a positive environment.
Team Building: Developing interpersonal and collaboration skills to foster stronger collegial relationships
among teachers.
Internal Communication: Enhancing effective two-way communication with staff, students, parents, and the
wider community.
Teaching Supervision: Improving teacher evaluation, supervision, and post-observation conferencing skills.
Each administrator should design a
personalized professional
development plan tailored to their
unique needs and career goals of
school support personnel to ensure
smooth operations of the school.
PD for school support personnel (social workers,
psychologists, guidance counselors, instructional aides, library/media
specialists, school secretaries, and substitute teachers) should be
ongoing, and based on real-life challenges,
incorporating peer conversations, problem-solving
discussions, and performance feedback.
PD for School Support Personnel

20. Summary
Comprehensive
Approach
Effective professional
development addresses the
needs of all educational
personnel, from teachers to
administrators to support
staff.
Tailored Programs
Programs should be designed
to meet specific needs,
incorporating collaborative
activities and practical
applications.
Ongoing Support
Continuous feedback, follow-
up, and evaluation are crucial
for successful implementation
of new practices.
Systemic Perspective
Professional development
should be viewed as part of a
larger system aimed at
improving overall educational
outcomes.