development provides ongoing opportunities for educators to continue to improve
their knowledge and skills so they can help students achieve. When educators
learn, students learn more. Anyone concerned about their students’ futures will
want to support a cycle of continuous professional growth for educators. That
is why administrators of Cox’s Bazar City College must take necessary steps
towards building a forward-facing professional development program.
has a role in ensuring that educators can take part in effective professional
development. Parents and citizens must demand and support intensive,
high-quality professional development that results in better teaching, improved
school leadership, and higher student performance. College board must have
policies that make clear that the purpose of professional development is to
increase learning of both educators and their students, and boards must hold
educators accountable for achieving results.
from the local government must encourage
and support the college in taking responsibility for professional development
and must provide the time, money and facilitation for educators to learn what
they need to know to address students’ learning problems. Educators who
organize and facilitate professional development must understand what student
learning needs educators are having difficulty meeting. Finally, throughout
their careers, teachers and administrators must conscientiously engage in
professional learning to develop the knowledge and skills to improve student
responsible for organizing professional development often do so inways that
alienate rather than energize and assist educators. Those organizingthe
professional development may not be clear about specific improvementsin
educator and student performance that should result, or may notcarefully
determine what steps will lead to the desired performance levels. Inaddition,
educators often complain that they are required to participate in professional
development that does not address the real challenges they face in their
schools and classrooms. They resent “one-size-fits-all” professional
development that targets large numbers of educators from very different
colleges and classrooms who have students with different needs. Also, the
professional development may not consider educators’ varying levels of motivation, interest, knowledge, and skill.
Poorly conceived and ineffectively implemented professional development leads
to complaints. To be able to implement effective professional development
programs successfully, leaders of Cox’s Bazar City College must meet these problems and work together to find the best way
to avoid them.
Nevertheless, there is
no shortage of information about school systems and schools that organize
professional development effectively and achieve impressive results. Where
professional development is organized well, educators value it rather than
complain about it.