Article1994

Professional Development in Education: In Search of the Optimal Mix.

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Teacher Education and Leadership Studies Evaluation of Teaching Practices Educational Assessment and Improvement

Abstract

All proposals for education reform include professional development as a significant element in promoting change. Questions have been raised about the effectiveness of professional development and its role in educational reform. Consequently, evaluation of professional development programs is increasing and.expanding to include student achievement. Professional developers also are looking more closely at research on professional development. Research on professional development has focused mostly on its shortcomings and, in some cases, proposed solutions. Because of the variability between different educators' situations, it is difficult to know exactly what makes an effective professional development program. However, there are some guidelines. Change is both an individual and an organizational process. In planning and implementation, it is important to work for incremental change. Working in teams maintains support for change. It is necessary to include procedures for feedback on results. Continued followup, support, and pressure are necessary in professional development. Innovations presented in professional development must be integrated into existing educational frameworks. While professional development can be complex and difficult to measure in student achievement, it is possible to tailor programs to specific contexts. (Contains 109 references.) (JPT) Reproductions supplied by EDRS are the best that can be made from the original document. PROFESSIONAL DEVELOPMENT IN EDUCATION: IN SEARCH OF THE OPTIMAL MIX Thomas R. Guskey University of Kentucky Send correspondence to Thomas R. Guskey College of Education University of Kentucky Lexington, KY 40506 Phone: 606/257-8666 Paper presented at the 1994 annual meeting of the American Educational Research Association, New Orleans, Louisiana This paper is adapted from a chapter in T. Guskey and M. Huberman (Eds.), New Paradigms and Practices in Professional Development, soon to be published by Teachers College Press. Copyright T. Guskey. LI S DEPARTMENT Of ir DUCA TION (Mix f ,t,ona Opsae, Irr.ptowpn.,. Nt)C TONAI Pt SOI JR( f S INF ()F/MAth tk, ryll : 10. ,,mert has bee^ PO a% .04 So or011,/d1.,, ,eqpnat.ng .1 . ,1,AnQPS halvP 1)00, ,^loe vf ,e0.71,. rtaht% of the. othh.hr.S Pat eo a .1,s($. mont dr. ,e1 me, April 19f%1 PERMISSION TO REPRODUCE I HIS M.5 TERIAL HAS BEEN GRANTED BY

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References

2010The New Meaning of Educational Change 1976School Teacher: A Sociological Study.1988Student achievement through staff development 1971The culture of the school and the problem of change 1986Staff Development and the Process of Teacher Change 20011. The Meaning of Educational Change, 1982 1982Norms of Collegiality and Experimentation: Workplace Conditions of School Success 1974Teacher-student relationships: causes and consequences

Cited by

2009How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape Province, South Africa 2014Leadership for professional development and learning: enhancing our understanding of how teachers develop 2014The Components of Effective Professional Development Activities in terms of Teachers’ Perspective 2004(Re)Framing Classroom Contexts: How New Teachers and Mentors View Diverse Learners and Challenges of Practice 2014Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia 2005Focusing new teachers on diversity and equity: Toward a knowledge base for mentors

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