subject: What Determines Meaningful Professional Development in Education [print this page] The professional development goals that people set should be determined by gaps in their understanding with regards to what makes an individual a good educator. People need to take responsibility for their own professional development and seek their own educational qualifications. It is, therefore, important for individuals to consult with colleagues, consider the options and then plan an appropriate professional development pathway. This article will discuss how educators can make meaningful choices. The outcome is to help educators and institutions identify some meaningful goals for the future.
Attitudes and Reflection Towards Professional Practise
These attitudes comprise the heart of professional development. In essence educators need to consider their attitudes towards reflection on professional practice and collegial dialogue and use this as the basis for professional development experiences. This is relevant to any educational workplace as it provides a conceptual framework to move forward in the future. There are a variety of opportunities available to educators. Some examples of these opportunities include:
Institutional Considerations Towards Supporting Individuals
By identifying individual learning needs, an educational institution should support educators with progress towards achieving any goals that have been chosen. This means an educational institution needs to plan and select professional development opportunities that have benefit for the individual educators. The institution must take into account certain aspects of professional development in order for it to be successful. These are summarized as:
The people involved must have a personal interest in what they are learning.
It must meet the needs of the people involved and be an area where the benefit to their employment can be seen.
A specific timeframe cannot be set. Learning may need to carry on into subsequent years.
The timing of the training is important. Other work pressures can hinder the learning process.
There are budgetary considerations if the professional development carries on into subsequent years.
Educational Choices and the Institutional Requirement
It is however important for educators to realize that there is a requirement for any professional development goals that they may choose. The requirement is that these goals need to assist with the enhancement of the teaching and learning programmes within the institution. The professional development goals that people set should be determined by gaps in their understanding and needs of the institution. Educational leaders need to plan and select their own professional development opportunities based on their experience and position within the school or organization. All these aspects of professional development outlined above should be considered by the educator and the institution when reflecting and planning future career development.
In summary, for professional development to be successful, educational institutions need to be responsive to the needs of the educators to ensure that the willingness to learn is acknowledged by the individuals. Educators require opportunities for collegial dialogue and reflection on personal practise. They should consider the educational needs of the institution but are unlikely to support professional development that has no personal meaning.
Further Reading
Barwood, B. "Preparing principals for leadership." New Zealand Journal for Educational Administration, 14 (1999): 26-32.
Heitmuller, P., Leuzinger, M., McAfee, L., Smith, R., & Pajak, E. "Dimensions of professional growth for educational leaders." Journal of Staff Development, 14 (1) (1993): 28-31.
Quartly, M. Science Teacher Professional Development. A Case Study. Management Project towards the National Diploma of Educational Management. Henry Field Library, Christchurch College of Education, Christchurch, New Zealand. 2001.
