Professional Development (PD) is essential for educators to stay current with the latest research and pedagogical practices, ensuring they can provide the best possible education to their students. Often led by PD trainers, these professional development sessions come in various formats ranging from seminars to workshops and group discussions. While most trainers are well-intentioned, there are some practices that should be avoided at all costs. Here are five things that teacher PD trainers should never do:
1. Rely solely on lecturing
PD sessions should not be designed as long lectures where trainers passively deliver information to attendees. Teachers need interactive opportunities in which to engage actively with the content, ask questions, and share experiences to improve their understanding. To avoid solely relying on lecturing, trainers should employ a variety of teaching methods: from small group work and problem-solving activities to peer coaching and brainstorming sessions.
2. Fail to address different learning styles
Just as students have different learning styles, so do educators. A successful PD session must cater to the diverse needs of its participants by addressing various learning preferences like visual, auditory, kinesthetic, and reading/writing learners. Trainers can involve technology, multi-media presentations, simulations, or role plays to create an inclusive learning environment.
3. Ignore participants’ prior knowledge and experience
Every educator brings a wealth of experience and expertise to a PD session; ignoring this valuable resource is a significant misstep for a trainer. Instead of operating under the assumption that teachers know nothing about a topic, PD trainers should make an effort to identify participants’ prior knowledge and incorporate it into the training. This practice not only helps deepen the learning process but allows teachers to share their knowledge with their peers — creating collaborative communities of practice.
4. Neglect follow-up support
Attending a single PD session is often not enough for educators to integrate newly-acquired knowledge into their professional practice. It is vital for PD trainers to offer follow-up support, supplemental resources, and a space for continued discussion and collaboration. By providing ongoing assistance, trainers can ensure that the learning from the PD sessions has a lasting impact.
5. Focus exclusively on theory rather than practical applications
While discussing theories and concepts is essential to a PD session, trainers should never overlook the importance of providing practical applications. Teachers need real-world examples and applicable strategies they can implement in their classrooms immediately. This approach helps bridge the gap between theory and practice, making the PD session more relevant and impactful.
In conclusion, effective teacher professional development relies heavily on the skills and methods employed by the PD trainer. Avoiding these five common mistakes ensures that educators have a valuable, engaging, and meaningful experience, empowering them to put their learning into action for their students’ benefit.
