TIM MEYER CLINTON TOPEL JENNA BRENDEMUHL Poor Staff Development Districts Not Using Funds Properly

Common Complaints… The district spends money on useless items instead of investing back in their teachers! Trainings are often abstract and do not have any practical application. PLC topics are boring and do not address real issues. I am required to take continuation credits so why is it that I have to do these PLC’s?

Positive Personal Experiences Professional learning communities established yearly, which meet weekly for an average of one hour, focusing on student related issues such as poverty, mental health issues, etc. Speakers/trainers are brought in quarterly that cover the four core classes and many other issues as well. Access to online workshops/trainings

Negative Personal Experiences Professional development has lacked teaching strategies, assessment strategies, or content area focus. Technology training is a one- shot workshop at the beginning of the year with no follow-up training. Administration does not take teacher input into account as to picking training topics.

Research Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad LINDA DARLING-HAMMOND, RUTH CHUNG WEI, ALETHEA ANDREE, NIKOLE RICHARDSON, AND STELIOS ORPHANOS School Redesign Network at Stanford University

Professional Learning in the Learning Profession: Positives  71% of 1 st year teachers assigned a mentor which is up from 56% a decade ago  92% of US teachers received some form of professional development last year- university courses = 36%, observational visits = 22%  83% received content specific instruction Negatives  Wide variations in mentor practices and professional development choices across states  57% of teachers received 16 or fewer hours of professional development per year  Less than 50% found professional development useful  Little funding or time provided for professional development

Professional development should  be intensive, ongoing, and connected to practice.  focus on student learning and address the teaching of specific curriculum content.  align with school improvement priorities and goals.  build strong working relationships among teachers. EFFECTIVE TEACHER DEVELOPMENT: WHAT DOES THE RESEARCH SHOW?

Effects of product-based technology professional development model on P-8 teachers Ireh, Maduakolam (2006). Retrieved September 7, 2010 from very/servlet/ERICServlet?accno=ED

Research Shows… The in-service must be authentic. Teachers should be given the opportunity to create projects that will actually help them in their classroom. Staff development should match teachers’ proficiency level with appropriate training content. Neophyte teachers should not be alienated by advanced concepts nor should experienced teachers be taught novice concepts. It is imperative to get feedback from teachers about the subject matter of further trainings. Supervised practice time is recommended. Tangible incentives for participation should be offered.

Funding Staff Development Funding does not have to be an issue!  Most districts have staff development as a line item in their respective budgets.  Many major companies offer free training for their equipment (Texas Instruments, Apple, Microsoft, Cisco, etc.).  There are ample opportunities to attend online seminars free of charge.

FUNDING STAFF DEVELOPMENT: WHAT DOES THE RESEARCH SHOW? Evaluation, Supervision, and Staff Development under Mandated Reform: The Perceptions and Practices of Rural Middle School Principals Eady, Charlotte K. and Zepeda, Sally J. (Winter, 2007). The Rural Educator. 28(2)

One Study Shows… Due to a cut in legislative funding by one third, schools are having to make up for the lack by creating their own staff development. Schools utilize their own teacher’s abilities and knowledge to have in-house staff development opportunities. The study also noted a lack in staff development because of funding.  Staff development was not given in a timely matter do to this lack of funds or funds being depleted for the year.

So the facts actually tell us… Staff development is a vital part of the education process at all levels. It is important for staff development because it keeps teachers, administrators and schools up-to-date on the most current educational trends. Although some schools experience a lack of funding for their staff development, they are finding ways around it from outside resources, grants, stimulus packages or teacher’s sharing their skills. Most importantly, staff development needs to be timely, audience appropriate and a necessity.

References Linda Darling-Hammond, R. C. (2009). PROFESSIONAL LEARNING IN THE LEARNING PROFESSION:A Status Report on Teacher Development in the United States and Abroad. National Staff Development Council and The School Redesign Network at Stanford University. Eady, Charlotte K. and Zepeda, Sally J. (Winter, 2007). The Rural Educator. 28(2) Retrieved September 8, 2010 from ERICExtSearch_PeerReviewed=true&searchtype=advanced&ERIC ExtSearch_FullText=true&pageSize=10&ERICExtSearch_SearchC ount=1&ERICExtSearch_SearchValue_0=funding+staff+developm ent&eric_displayStartCount=1&ERICExtSearch_Operator_1=and &ERICExtSearch_SearchType_1=kw&ERICExtSearch_SearchTyp e_0=kw&_pageLabel=RecordDetails&objectId= b802e65 81&accno=EJ783875&_nfls=false ERICExtSearch_PeerReviewed=true&searchtype=advanced&ERIC ExtSearch_FullText=true&pageSize=10&ERICExtSearch_SearchC ount=1&ERICExtSearch_SearchValue_0=funding+staff+developm ent&eric_displayStartCount=1&ERICExtSearch_Operator_1=and &ERICExtSearch_SearchType_1=kw&ERICExtSearch_SearchTyp e_0=kw&_pageLabel=RecordDetails&objectId= b802e65 81&accno=EJ783875&_nfls=false