In a typical school experience, educators can be certain that as they begin to arrive at their sites, after summer vacation, they will be inundated with hours of presentations on their district’s next new wave of adoptions. While these efforts may be well meaning, it’s the how and what that’s shared that oftentimes bring educators to their knees, begging for these instructional workshops to be over. I can attest to this as after having been a school administrator for 14 years, I too sat through far too many ill-conceived professional development sessions that were clearly irrelevant. Not only that, sadly, I was also an administrator who was obligated to subject my teachers to a series of ineffective professional development trainings.
That said, I’m a firm believer in the power of professional development and its ability, when well crafted, to be a game changer in the growth of a teacher’s practice. The problem is that more often than not, educators are not allowed to take charge of their own learning evolution. Rather they are coerced into instructional training models, that ultimately will prove to be a waste of their precious time.
About Holt Think: Ed, Creativity, Tech, Administration
Tim Holt shares his views on education, creativity, education administration, technology and the merger of all of them here. Whether it is links, articles, essays, or news, he shares a ton of information. He hopes you can keep up.
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