WHO TOOK THE PROFESSION OUT OF PROFESSIONAL DEVELOPMENT? By Melissa Hughes

WHO TOOK THE PROFESSION OUT OF PROFESSIONAL DEVELOPMENT?

05/18/2016
BETTER TEACHING

By Melissa Hughes

SouthEast Education Network

With all the rhetoric about what’s wrong with education today and how to fix it, there are no shortage of opinions and perspectives about raising the test scores that demonstrate student achievement. From assessment and accountability to standards and research-based instructional strategies, reformers are debating long and hard about what our teachers should be doing differently to improve student achievement.


Why wouldn’t we apply scientific principles of learning to teach the very people charged with improving learning?

The shift to Common Core, STEM, Next Generation Science Standards, technology, and 21st century learning all require a shift in instruction. The notions of building, tinkering, and experimentation that were once classified as “play,” have evolved into the sound pedagogy of experiential learning. While teachers are urged to foster discovery, collaboration, reflection and exploration among their students, we have yet to insist that professional development be based upon the same principles of learning.

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