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Reinventing Professional Development

In an attempt to clarify and codify inservice requirements, the State Department of Education publishes KSDE PDC Resource Guide.

That document outlines what districts must do to bring their PDC's and their inservice plans into compliance with state law and state regulation, especially on the subject of awarding inservice points.

But back to results-based staff development. Just what does it mean for PDC's and for people in classrooms?

The expert on the topic is Dennis Sparks, executive director of the National Staff Development Council. Sparks says answers to the following questions should guide decisions around choosing staff development:

1. What are the results we desire to create?
2. What do we need to excel at to achieve those results? What are the
   critical success factors
3. What evidence will we accept that we have acheived the results?

How staff development is changing (and must change)

Sparks outlined for Kansas educators and policymakers the following changes in staff development:

Reinventing Professional Development

"Coaching, study groups, and action research must become the dominant delivery system for professional development activities," Sparks says. He also suggests that we rethink the concept of single event, isolated "inservice days."

"We need to judge staff development by the extent to which it engages teachers in sustained, rigorous study of what they teach and of how they teach," Sparks adds.

"We won't produce high levels of student learning until that kind of teacher learning and engagement occurs."

"Fundamentals" of staff development

When considering implementing a standards-based, results-driven system, Sparks recommends these fundamentals:

1. Staff development is essential. It must be funded and allocated appropriate amounts of time.
2. Staff development must be different.
   1. It must be results-driven, focusing on the improved learning of all students.
   2. It must be standards-based.
   3. It must be based on core beliefs, values and ideas about teaching and learning.
   4. It must be job-embedded.
   5. It must be part of a system change.
   6. It must address both individual learning and organizational change.
3. Staff development begins with self.
4. Staff development takes place in a political context.

What should you do?

1. Read your state-approved inservice plan. It is a public document. It is YOUR right and business to know what your staff development is supposed to be about and how your district's system is supposed to function.
   
2. Find out who is on your district PDC. How did they get chosen? The regulations require teachers to select the teachers and administrators to select the administrators. Is your district in compliance?
   
3. Talk to the teachers on your district's PDC. Find out their views on staff development and how your district plan "fits" with the concepts outlined on this page.
   
4. Talk with others in your local association. Are there things you could or should do collectively to help improve the staff development opportunities that are available to you?
   
5. Check with your KNEA UniServ director or the Instructional Advocacy staff at KNEA.