SPOTLIGHT ON THE NORTH CAROLINA PROFESSIONAL DEVELOPMENT STANDARDS
INTRODUCTION
One constant finding in the research literature is that notable improvements in education almost never take place in the absence of professional development. At the core of every successful educational improvement effort is a thoughtfully conceived, well-designed, well-supported professional development component.(1)
At one time professional development was synonymous with "sit and get" sessions in which relatively passive participants were "made aware" of the latest ideas regarding teaching and learning by so-called "experts."(2) Current research has shown the error of this thinking. First and foremost, professional development is no longer viewed as something only necessary for teachers – everyone who impacts student learning must continually improve and refine their knowledge and skills to maximize student achievement. Secondly, professional development is much more than "one size fits all" after-school workshops and training sessions. True professional learning is results-driven, standards-based, and job-embedded. Finally, professional development is something done "with" rather than "to" the learner.
The professional development paradigm continues to shift. The North Carolina Professional Development Standards begin with the premise that a primary goal of professional development is to help educators develop the knowledge, skills, behavior, and insights needed to become effective classroom teachers and school leaders. Based on research by the National Staff Development Council (NSDC), the North Carolina Standards provide the vision and framework for making professional development more responsive to the learning needs of both educators and students to ensure that both learn at high levels. The standards clearly describe behaviors and attitudes that will lead to maximized teaching and learning.
Questions for Thought
- What "shift" have you seen in professional development – at the school or district level, at the State level? Has the shift been sufficient?
- Constructivist classrooms cannot be created through transmittal forms of professional development. What does constructivist professional development "look" like?
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