4a: Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning
4c: Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning
ISTE Coaching Standards (2014)
Resonant Idea: Data-driven professional development
I was surprised (and a little depressed) by Gates Foundation research that showed that fewer than 30% of teachers surveyed said they chose most or all of their professional development (PD). When teachers are asked by administrators and coaches what they want to learn or improve, it signals that they are valued as experts in assessing their students’ needs and their own professional growth.
In Online Methods Support Effective Professional Development, I researched what defines good professional development, and choice was a key element in teacher satisfaction. Surveying teachers about PD also allows coaches and administrators to see trends and needs in their organization that they might not have been aware of.
Teachers can be highly motivated by data that shows improved student outcomes when it comes to investing time and effort in learning new technology-based instructional methods and tools as I discuss in A Data-driven Approach to Professional Development. Similarly, if teachers can use student data to support why they want to attend a professional development program, they will be much more likely to convince administrators of its value.
Basing technology-focused professional development decisions on student data, teacher demand, and follow-up evaluations leads to improvements in the most important aspects of education: student learning and teacher satisfaction.
