We all have a reason we became teachers, something (or someone) that ignited the passion that propelled us into the profession. My journey as a math teacher began with a love for mathematics and blossomed into a true calling to teach as I realized how much I wanted to share that love with students.
Teaching has always been rewarding. I mean, who wouldn’t love to make a real difference in the lives of young people in a way that can change their lives? But let’s be honest — I also found it quite demanding and a bit exhausting, and that was 15 years ago!
Fast forward to today, and it’s still no secret that teaching is a difficult job. The challenges have only intensified in the wake of the pandemic. With math achievement dipping and a projected shortage of qualified math teachers in 37 states last year, it’s no surprise that many educators feel stressed and burned out.
How professional learning falls short
So, how can we bring back that spark, that passion for teaching? The answer lies in professional learning done right.
I get it — professional development (PD) often gets a bad rap. We’ve all endured dull, irrelevant PD sessions that seem like a waste of time. Teachers already have more than enough to do. Requiring them to attend ineffective PD only makes them feel worse — not better — about their jobs. It wastes their time, and time is a luxury teachers don’t have.
What saddens me most is that we’ve been getting it wrong for so long that despite spending a week or more each year on PD, few teachers think it’s helpful.
In my experience, most math PD falls short because:
- It’s not based on research or best practices. One-off PD shows no significant impact on student learning. Sit-and-get PD alone is so unproductive that it’s not worth the time.
- It’s something done to teachers, not for teachers. Only 30% of teachers get to choose most or all of their PD, and nearly 20% say they have no input at all.
- It’s not targeted. One-size-fits-all PD doesn’t consider teachers’ context (grade level, subject area, student demographics, etc.), and we wonder why they feel it’s pointless!
In 2017, Linda Darling-Hammond, Maria E. Hyler, and Madelyn Gardner outlined what research says about effective PD. Yet, too many programs ignore these elements and thus fail to impact teacher practices and student outcomes.
Strategies for professional learning
Whether districts and schools choose to conduct their own professional learning, partner with a provider, or combine both, it is essential to treat teachers as the professionals they are and ensure that the learning is relevant to their context.
Here are some strategies to help:
- Be purposeful and intentional; make it personal.
PD, which tries to be all things to all teachers, ends up serving no one. It might seem cost-effective to conduct one staff-wide workshop, but it’s a waste of time and resources if it’s irrelevant. Tailored, targeted sessions that give teachers a choice are the way to go. - Be relevant; design PD specific to each teacher’s context.
While there are universal aspects of teaching, a math teacher’s daily experience is quite different from an English or science teacher’s. The best PD is directly connected to a teacher’s purpose, discipline and student population. It focuses on teaching methods and content specific to their discipline and classroom context. - Be engaging; provide opportunities to learn by doing.
Teachers deserve the same high-quality learning experiences as students. Learning is more effective when active and immersive, not passive and dull. In addition to modeling pedagogical approaches teachers can implement immediately, PD should allow teachers to experience these approaches as their students will. How teachers learn is just as important as what they learn. - Be committed; ensure it’s ongoing.
One-off PD assumes there is only a knowledge gap and that if teachers are simply told what to do, their practices will change. However, teaching is complicated, and oftentimes, teachers already know what to do; they just need support when they put “the what” into practice. Learning doesn’t end when the workshop is over. It’s just beginning! To be effective, professional learning must be an ongoing process. - Be present; provide job-embedded coaching and support.
No matter how good a strategy is, it won’t work the same way for every teacher in every classroom. Coaching can be a powerful tool to help teachers gain confidence as they implement new strategies and refine and personalize them to meet their students’ needs. Strong relationships between teachers and coaches are essential. Without trust and openness, coaching won’t work. - Be patient; provide space and time for reflection.
PD should provide built-in time for reflection, whether individually, in groups, or with a coach. Reflection helps teachers appreciate their strengths, process challenges, celebrate successes, and plan the next steps in their professional growth. - Be collaborative; build and grow relationships.
The most effective PD includes opportunities for teachers to learn from each other. Research shows a strong relationship between collaborative learning and using standards-aligned math practices. Structured opportunities for collaboration throughout the year — such as professional learning communities, learning walks, lesson study, student work analysis, or lab site learning — can enhance pedagogy and build social connections that foster well-being, increase job satisfaction, and reduce burnout. - Be flexible; foster teacher agency and autonomy.
All teachers should be able to set their own professional growth goals. Having a voice and choice gives learners of all ages a sense of control and helps them feel more invested. Teacher autonomy and agency are also positively related to their motivation and engagement. - Be vulnerable; create a safe space and a culture of learning.
To make professional learning effective, teachers need safe, supportive spaces where they are free to try new things, grow, and learn together. They must feel equally comfortable asking for and providing help and sharing what worked and what didn’t. Improvement requires vulnerability, and that requires trust and respect.
Investing in teachers is worthwhile
Teachers have a greater impact on student achievement than any other variable. When it comes to student performance on math tests, teachers are estimated to have two to three times the effect of any other school factor.
Professional learning should be seen as an investment that can produce substantial returns, significantly improving teachers’ practice and students’ learning. When done correctly, it should leave teachers feeling empowered, energized, and excited to return to their classrooms and apply what they’ve learned. If it doesn’t, then why do it?
Opinions expressed by SmartBrief contributors are their own.
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