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Educator improvement – Professional Educator Development – PD

Educator Improvement – Professional Educator Development – Study: Billions of dollars in annual teacher training is largely a waste

Educator Improvement – Correction: An earlier version of this story incorrectly referred to TNTP, the non-profit organization that released a new study about professional development for teachers, by its former name. The story has been updated.

Educator Improvement – By Lyndsey Layton,  August 4, 2015

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Quite simply traditional teacher training is one size fits all, which rarely, if ever, results in individual performance improvement. Think about that last large seminar you participated in and how your on the job performance was impacted (can you measure the impact? Most Likely not.) Insanity is repeating the same thing over and over again, expecting a different outcome.Teacher PD, under the one size fits all paradigm is insanity.

Why Don’t we Differentiate Professional Development (PD)? ; Keep in mind, traditional teaching is also one size fits all and has similar, non productive, individual student, performance improvement outcomes. See why there is a real problem with traditional one size fits all teaching paradigms (think large lecture)?

Just for “fun” divide $8,000,000,000 by 315 Americans and see what we’re spending per American on teacher development, that is not impacting teacher performance, it’s intended objective. Then consider that this flawed teaching methodology is also be used by teachers to teach their students. At some point here, we’ll be talking some real taxpayer money, missing its intended target.

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A new study of 10,000 teachers found that professional development — the teacher workshops and training that cost taxpayers billions of dollars each year — is largely a waste.

The study released Tuesday by TNTP, a nonprofit organization, found no evidence that any particular approach or amount of professional development consistently helps teachers improve in the classroom.

“We are bombarding teachers with a lot of help, but the truth is, it’s not helping all that much,” said Dan Weisberg, TNTP’s chief executive. “We are not approaching this in a very smart way. We’re basically throwing a lot of things against the wall and not even looking to see whether it works.”

[Read TNTP’s study]

Researchers examined three large school districts as well as one network of charter schools. They looked at professional development programs at all the schools and teacher performance data over several years, and they surveyed 10,000 teachers and interviewed more than 100 administrators. They identified teachers who improved their job performance and tried to figure out what experiences they had that differed from teachers who were stagnant. To determine if a teacher had improved, researchers analyzed multiple measures — evaluation ratings, classroom observation and student test scores.

And they didn’t find many answers.

“When it comes to teaching, real improvement is a lot harder to achieve — and we know much less about how to make it happen — than most of us would like to admit,” Weisberg said.

The school districts that participated in the study spent an average of $18,000 per teacher annually on professional development. Based on that figure, TNTP estimates that the 50 largest school districts spend an estimated $8 billion on teacher development annually. That is far larger than previous estimates.

Educator Improvement – Read The Rest of the Article, Here

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educator improvement