Teaching personal and professional development
Educators must understand the concepts in processing professional development and what it means to education. The National Staff Development Council (2007) created a set of nine standards that all professional development should follow. They include content knowledge and quality teaching, research-basis, collaboration, diverse learning needs, student learning environments, family involvement, evaluation, data-driven design, and teacher learning.
However, it does not determine whether accountable measures are being gathered to determine if this information has benefited the education system as a whole.
Professional development refers to the development of a person in his or her professional role. According to Glattenhorn (1987), by gaining increased experience in one’s teaching role they systematically gain increased experience in their professional growth through examination of their teaching ability. Professional workshops and other formally related meetings are a part of the professional development experience (Ganzer, 2000). Much broader in scope than career development, professional development is defined as a growth that occurs through the professional cycle of a teacher (Glattenhorn, 1987). Moreover, professional development and other organized in-service programs are deigned to foster the growth of teachers that can be used for their further development (Crowther et al, 2000). One must examine the content of those experiences through which the process will occur and how it will take place (Ganzer, 2000; Guskey, 2000).
This perspective, in a way, is new to teaching in that professional development and in-service training simply consisted of workshops or short term courses that offered teachers new information on specific aspects of their work (Brookfield, 2005). Champion (2003) posited that regular opportunities and experiences for professional development over the past few years had yielded systematic growth and development in the teaching profession.
Many have referred to this dramatic shift as a new image or a new module of teacher education for professional development (Cochran-Smith & Lytle, 2001: Walling & Lewis, 2000). In the past 15 years there have been standards-based movements for reform (Consortium for Policy Research in Education, 1993; Hord, 2004; Kedzior & Fifield, 2004: Sparks, 2002). The key component of this reform effort has been that effective professional development has created a knowledge base that has helped to transform and restructure quality schools (Guskey, 1995; Willis, 2000).