Professional Development…again? -_-

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Those are usually the words and faces we make when we hear about another teacher training, or what we call in Broward; Professional Development. Interestingly enough, through all my years of teaching, I have always questioned the effectiveness of our professional development teams, especially with Instructional Technology. All too often our trainings on “innovative technology” (yes…I intentionally used quotations) are mostly lectures and demonstrations of dated software and web-apps, which, at some point in time were cutting-edge or innovative, but those days have long since passed. These trainings are usually staffed by one person to a room of 40-50 teachers, with varying computer skills, instructional preferences, and content areas, forced to sit in the training, when REALLY, they’d rather be in their rooms getting caught up on grades for their. This may or may not pertain to me J But really…how effective can these trainings be? We get credit when we sign in, sit through it, and complete the evaluation online at the end that does not ask relevant questions to provide meaningful feedback to the trainer.

There are a number of elements missing from these trainings inhibiting maximum effectiveness. The major piece missing: successful use of an Instructional Design Model. In fact, I doubt one is used to begin with. By how to use the ASSURE Model (http://www.instructionaldesign.org/models/index.html) and comparing that with the trainer’s delivery instruction, much is missing as summarized below:

Analysis of Learner: An analysis of the learner usually consists of nothing more than a “Raise you hand if you’ve used…” of “How many of you have experience with…” What? How is that going to give anyone really data on their audience?

State Objectives: IF the trainer mentions any learning objectives at all, they often are very broad and vague versus directly explaining what the learner should expect to be able to do at the completion of the training. 

Select Methods, Media and Materials: The “go-to” materials, media and methods are usually a projector and computer with a PowerPoint.

Utilize Methods, Media, and Materials: Often the trainers opt for direct lecture/ “instruction” for the majority of the instructional time. Interesting how we must teach in “student-centered” environments, but that expectation does not hold true when the teacher becomes the student.

Require Learner Participation: Learner participation is often not required, as again, the audience’s focus is on watching and listening rather than any type of hands on activity. Furthermore, there is nothing ever to submit or turn in as evidence of participation or completion. Often, I’ve observed colleagues “checking out” of the trainings, mostly because they feel the training has little value to them and their instructional practice.

Evaluate and Revise: The only element used 100% of the time is the evaluation at the end. Participants are required to complete the evaluation to receive In-service points, so I might question the accuracy of the evaluation results as well as how it might be used for revision. I have not seen much changed, which leads me to believe little to no revisions have been made based on these evaluation results.

So how do we change this? I suggest teaching more relevant topics with regard to technology. Ipad/Tablet computing, Web 2.0 tools, Interactive White Boards, and maybe even Digital Storytelling are topics more current and relevant to today’s teaching. I also suggest doing away with the “Mandatory” nature of these technology-based staff developments. That method of teaching does not generate results; neither does having a disinterested/unmotivated learner endure such training. Why not create different learning modules and lessons for teachers to complete (similar to an online course) where they proceed through the modules at their own pace, completing various activities (relevant to the task), to conclude with some form of deliverable that must be submitted as demonstration that the learner did in fact participate and learn something. Additionally, I propose having a variety of these courses from which teacher can choose from based on their own skill levels and professional interests. Why make a teacher sit through an entire presentation on creating a Podcast in Garageband if they can barely even upload photos to their Dell desktop?

Interesting thoughts…right? What are yours?

-Mark O