Professional growth—how seriously do we take it? Do we devote enough time and attention to it to make a difference in our students' achievement? Many people believe that upon college graduation, education degree in hand, teachers know everything there is to know about students and teaching. Yet professionals in other fields around the world go back to school for training as new developments, programs, and equipment emerge in their fields. Their jobs can wait until they return refreshed with new knowledge that enhances their ability to excel.
Teachers, however, have students who are in the classroom each day ready to learn—and the community expects its teachers to be there teaching. Because of this expectation, teachers must pursue professional development after school, on Saturdays, and during the summer. In many schools, teachers take part in professional development after a draining day or week in the classroom. Even the best presenters sometimes have a difficult time capturing the minds of tired teachers during these after-hours workshops. Then teachers are sent back into the classroom to guide students to even higher achievement—if the training "took," that is.
We know that continuing professional growth is necessary. Educators do not know everything when they finish their college courses. Industry standards tell us that at least 15 percent of an organization's budget should go toward professional development. In a time of greater accountability—for both time and money—what should we do?
A Creative Initiative
As usual, educators must be creative. One of the best ways for securing professional development is to use substitutes in the classroom so teachers have the time for training. Some would say that for students this will be a wasted day. It doesn't have to be that way. With proper planning, a day with a substitute teacher can profit the student as well as the teacher being relieved. A substitute teacher can help students focus on a review of content, skill reinforcement, project completion, or writing and reading assignments. Teaming with fellow teachers is also possible. For example, team members can take over while a fellow member takes part in professional development. Substitutes, too, can team with other teachers.
Administrators also need to generate creative ways of adding professional development time for teachers. One school system embeds time for professional growth into the school calendar, using one day during the fall semester and another day during the spring. Another district adds 30 minutes to each teaching day, increasing instructional time by 13 days. The state, in turn, allows that time to be "banked," so the district can draw on these days for professional development.
Another school system gives teachers the option of obtaining professional development on their own, which is often accomplished during the summer. Summer workshops, whether local, regional, or national, allow teachers to get information on research, new strategies, and new programs for use during the next school year. Some teachers have also developed study groups in which educators read and discuss various professional development materials. Whatever way summer development takes place, teachers should keep records and have them transferred to their permanent files, because it can affect how they are compensated.
Whether we are seeking to become the educators we want to be, or whether we believe we are the best educators we can be, continuous professional development can help us excel. Tapping our creativity, whether as teachers or administrators, will spur us to develop learning opportunities that profit the classroom educator and the student. It can be done.