Principles for Professional Development

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.Prindp!es
AFT's guidelines for ' .
crl!atingprofessional .

.development programs . . -.
( " ... that make a difference

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American F~deration ofTeachers


AFT


Professional
Deve t
Guidelines


e are at a histone moment
in American education.
Efforts are under way
across the country to estab


lish rigorous student achievement standards

. and to formulate education policies that
make realizing them possible. At the same
time, new cognitive research suggests that
teaching practice should be radically altered
to treat all students more as apprentices
who learn to know, think, and do-all
at the same time.

Both sets ofreforms will demand much
more of teachers, including a deeper knowledge
of subject matter; a better understanding
of how students learn, the ability to
make complex, impromptu deciSions, and a

commitment to working closely with colleagues
to design rich learning activities
and new assessments.

Without professional development,
school reform will not happen. Professional
development can no longer be viewed as a
dispensable appendage that can be cut at
will or an activity that can be isolated from
the achievement of comprehensive or "systemic"
reform. The nation can adopt rigorous
standards, set forth a visionary scenario,
compile the best research about how
students learn, change the nature of textbooks
and assessment, promote teaching
strategies that have been successful with a
wide range of students, and change all the
other elements involved in systemic reform.

Principles for Professional Development / AFT

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But, unless the classroom teacher understands
and is committed to the plan and
knows how to make it happen, the dream
will come to naught. The magnitude of
change sought demands a carefully crafted,
well-supported professional development design.


Traditional staff development has
failed. There are documented cases in
which teachers set out to change what
they did, believed they were making significant
changes in practice, but, in fact,
did not. There are also large numbers of
teachers who make little effort to change
because they consider "inservicing"
worthless and don't know where else to
turn for support. We believe these results
most often occur when:

1) professional development experiences
are not deep enough, or varied
enough, or well-enough supported;

2) school policy and organization are at
odds with new theory;

3) in some way, individual and/or collective
concerns are ignored; and

4) the school or district accepts and promotes
the latest "catch phrase" fad
without fully understanding it and
without considering its implications
for teachers and students in daily and
long-term contexts.

It is also cl~ar, however, that other
conditions must exist for even the best
professional development to make an impact
on students. No matter how hard
teachers work or how perfected their
strategies, student achievement does not
improve unless students work hard. A
prerequisite for real improvement
in student achievement is
to establish real stakes for studenls.
Grade-to-grade promotion, graduation,
college entrance, and access to

A
prerequisite

for real
improvement
in student
achievement
is to establish
real stakes for
students.

jobs and good job training programs
should be substantially influenced by students'
achievement and effort in school.
Consequences-and early assistancealso
must be develope~ that have an impact
on those young people who see no
promise for themselves in college or jobs
and who are often lured into dangerous
or criminal activities that bring instant
gratification.

A second prerequisite is the
existence of incentives for

.,.

teachers to risk the stages of
uncertainty that surround the
development of different
practice. Incentives might include:

•
the chance to be engaged with ideas
and colleagues as part ofthe normal
workday;
•
the availability of clear and credible
supports;
•
opportunities to share expertise as

teacher leaders, specialists, and

mentors;

•
opportunities to participate in profes-'
sional activities outside the district;

•
professional recognition; and/or
•
financial rewards.
A third prerequisite is that educators
must be convinced that
any proposed change isn't iust
another fad. Otherwise, they will ig


nore it and wait for it to go away. So, it is
important that the schools and school
districts not only endorse change and innovation
rhetorically, but that they make
appropriate, long-term organizational accommodations
to support the change.
This does not mean an inflexible commitment
to a path that is eventually
found to be ineffective. But there must
be an initial realistic view of how much

Principles for Professional Development / AFT

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· . handle at onceof
planning and
teachers to

necessary to
of new
also should be
and all school staff

for what students

·'iUUI..l\:.. "

to exchange classroom
collaborate on the lessons

ty to change how time is alwithin
a school day and year;

t of the way student work is

with curriculum goals;

. and school evaluation plan
.is supportive of change;

of a reasonable plan for disciand
safety; and

education and involvement pro-

is also crucial that professional de-

It is crucial

that
professional
development

for teachers
be complemented
by
professional
development
opportunities
for paraprofessionals
and other
school staff.

velopment for teachers be complemented
by professional development opportunities
for paraprofessionals and
other school staff. Because the teacher/
para team is such an important one, it
will sometimes and under certain conditions
make sense for professional development
activities to include both groups
together. Absent coordinated development
opportunities for all, staff may find
themselves at cross-purposes to the detriment
of students.

Given these supportive and nonthreatening
conditions, teachers should
responsibly adjust practice based on
sound evidence ofwhat works.

However, making the change to reflective
practice and to the different instructional
roles that current knowledge
suggests is not easy. For so long, teachers
have been told what to think and what to
do.

To make ongoing professional development
more effective in the long run,
we recommend that preservice courses
prepare teachers to meet the standards
being devised by the Interstate New
Teacher Assessment and Support
Consortium (INTASC). This guide to
what beginning teachers should know
and be able to do outlines not only a .
solid foundation of content and pedagogy
for beginning teachers but also sets standards
for continuous reflection on practice
and the continuous learning that is
its result. Professional development
should also help prepare new teachers
who choose to eventually sit for the advanced
certification offered by the
National Board for Professional Teaching
Standards (NBPTS).

To assist in the establishment of effective
professional development in every
school district, the American Federation
ofTeachers has prepared the following
set of guidelines.

Principles for ProfessIonal Development / AFT

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The Guidelines



rofessional development is a continuous process
of individual and collective examination of
practice. It should empower individual educators
and communities of educators to make

complex decisions, identify and solve problems, and connect
theory, practice, and student outcomes. It should
also enable teachers to offer students the learning
opportunities that will prepare them to meet world-class
standards in given content areas and to successfully
assume adult responsibilities for citizenship and work.

,. Proiessional
development sltould
ensure deptlt of
content knowledge.

WIly tltis is needed: Some argue
that "teachers teach children, not content."
What matters most, the argument goes, is a
teacher's compassion for and understanding
of his students, along with a good grasp of
the child development field. Others argue
that there is now so much knowledge that
schools should focus primarily on teaching
children how to find information instead of
teaching them particular bodies of knowl~
edge. They argue that "learning to learn" is
enough.

We do not agree with either of these arguments.
Knowledge of a common core of

content-which we define as including the
"various ways of knowing" that are intrinsic
to each discipline-allows us to communicate,
to work together toward common ends,
to function as a cohesive democratic society,
and to find common ground on which to
build tolerance for our differences.

W1raf if means: Since those who do
not know content cannot teach it, a prime
purpose of professional development must
be deepening the content knowledge of
teachers. There are times when teachers
should be engaged in acquiring knowledge
about the subject matter they teach, learning
content for the sake of knowing the content.
Sometimes additional content is learned in
conjunction with developing pedagogical
content knowledge. But the learning of content
as a primary goal is a legitimate and necessary
end of professional development.

Principles for Professional Development/ AFT

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a strong

I••~~" in "'e

of

..... disciplines.

is needed: While knowing
. . teach is critical, you must
to get students to understand
possess deep knowledge of
. . but cannot convey that
or engage them in ways

to absorb it themselves.
possible to be master of spebut
not know when it is ap


. them to generate knowledge
in a discipline.

tll.etIlIlJJ:While some pedagog.
is applicable to the teaching
example, the need to
that help maintain orderand
thinking is embedded in
People don't underthe
same way they under.
Having the ability to solve ~ x

While
knowing the
content you
teach is
critical, you
must also

content knowledge. Knowing know how to
to help students under-
a fraction makes a get students to
is . of content-understand it.

ProfesslOnal development
develop an understand-


ways of representing the
disciplines;


a concept;

. learning specific things in a
easy or difficult;

questions that help to reveal
understanding; and


strategies to address the
that commonly arise with
content at particular
levels, given students with
1r<T"'~•• _ experiences and prior

No single pedagogy fits all disciplines and
topics equally well. This should be particularly
taken into account when "integrated" or
"interdisciplinary" teaching is planned. It is
important that the core concepts and knowledge
of the underlying disciplines be addressed
in powerful and not simply superficial
ways. It is not sufficient, for example, to
have students identify the flora in a particular
region that is the focus of an interdisciplinary
unit when they ought to be actively investigating
the principles of plant growth
and how climate and geography modify plant
structure .

3. In addi,ion to
confen' and pedagogical
confen' knowledge,
professionaldevelopmen, sltoulel
provide more general
knowledge about "'e
feaclting anellearning
processes and about
scltools as ins,itutions.

Why tIIis is needed: Not only do
teachers need content knowledge and discipline-
specific pedagogical knowledge, they
also need general knowledge about teaching
and learning processes. Since learning cannot
take place in chaos, they must know how to
manage a classroom full of youngsters,

Knowledge about how schools work as
institutions provides another necessary resource
for school staffs, as more and more
decisions shift to school sites, Even the best
intentions and the most able teachers may
not succeed if placed in a school structure or
culture that is in conflict with their goals.
Furthermore, the professional teacher who
has knowledge of what is necessary for successful
teaching and learning should be able
to help shape the school environment and
culture,

What it mea_: In addition to the
topics cited above, professional development

Principles for ProfessIonal Development / AFT

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should provide research-based and practice


related knowledge about:

•
creating and maintaining appropriate, orderly
teaching and learning environments;
•
curriculum and assessment issues;
•
how schools function as institutions; and
•
how cultures that support reflective and
research-based practice can be built and
supported. .
4. Effective professional
development
is rooted in and
reflects tlte best
available researclt.
Why fII;s is needed: No other profession
ignores its proven knowledge base.
Research is available and is constantly developing
new knowledge in all the areas we
have cited. For too long, educators have been
prone to make instructional decisions with
no more basis than tradition or feelings. The
profession must apply research-based knowledge
if it is to prepare the current and coming
generations of students for the future.
Not only must schools and school districts
tap this research in shaping their professional
development programs, but good learning
theory should also be applied to the delivery
of these programs.

Wltaf ;f means: Significant changes of
practice should not be instituted on the basis
of unfounded preferences or because a particular
idea is publicized in education or
other circles. Practice should be examined
and change considered on the basis of sound
research to which professionals have access,
and which the practicing professional can
then use to make decisions. All learners learn
best when provided with models and examples
and not theory alone. Therefore, when
professional development itself models the
kinds of strategies that research finds effective
for learning, the ability of teachers to
implement those strategies in class is
strengthened.

For too long,
educators
have been
prone to
make
instructional
decisions
with no more
basis than
tradition or
feelings.

5. Professional
development sltoul"
contribute to
measurable
improvement in sludent
acltievement.
Why fII;s ;s needed: Higher student
achievement is our central goal. Much past
professional development has not produced
changes in practice that resulted in improved
student performance. The public and its representatives
rightly expect the public schools
to meet the challenges of educating the nation's
children.

Whaf If means: Professional development
must be powerful enough to result in
changes in schools and practice that lead to
higher student achievement on measures acceptable
both to the public and to the profession.
But the caveats of our opening section
still hold. Designs for assessing the impact
of professional development on students
must account for the students' share of the
work. Student effort must complement good
teaching to produce results.

Student achievement is not the only relevant
measurable outcome. So is teacher practice
itself There are practices that have been
found to make a difference in student
achievement. Professional development
should enable teachers to use these practices
effectively. Many of these are contained in
the standards for highly accomplished teachers
developed by the National Board for
Professional Teaching Standards (NBPTS).
Thus, professional development that enables
increasing numbers of teachers to gain advanced
certification or that helps the majority
of teachers come closer to meeting those
standards is on the right track toward raising
student achievement.

Principles for Professional Developmenf / AFT

6



tltis is needed:Teachers want
II IIIMU~~ professionals who deliver

•.
possible education for their stuthey
are often excluded from the
.Ull-llJ.<1NllL/", processes regarding policies}
or methodologies. "Theirs is not to
is too pervasive a point of view
LtcILl1.C:H) among decision-makers. This
results in inservice that is not only
but also demeaning. Failure to
.·_U"'HU,~ the professional capacity and
of teachers also leads to inservice that
to "program" teachers but fails to prethem
to grapple with meaning and with

. complex problems they will encounter in
many unpredictable situations that arise.
inservice will not empower teachers to
well what is known about teaching and

Wltaf if means:Teachers face an in


creasingly diverse group of students-and do
so with the knowledge that there is no one
way of teaching and learning that will be
best for all of them. Professional development
that is highly prescriptive about what
teachers should do and say or that presents
them with rigid activities or overly detailed
lessons does not generate the understanding
and creativity necessary to enable them to
deal with unexpected responses or with the
varied backgrounds of students. Good professional
development} in contrast} engages
teachers in thinking about tough issues and
difficult content} in learning with and from
colleagues} and in using the resources they
will need to use with these students.

Professional
development
does not
occur In an
isolated
moment in
time. It is not
an event, it is
a process.

7. Effec,ive
professional developmen'providessufficlen'
'ime, suppor"
and resources to
ena"'e teacllers to
master new confen'
and pedagogy and to
integrate fltese into
lIteir prac,ice.
WIly tltis is needed: Professional development
does not occur in an isolated moment
in time. It is not an event} it is a process.
Expertise grows over time as teachers reflect
on and use ideas and strategies in the classroom}
as they clarify their understanding}
and as they wrestle with whether they are
applying new knowledge appropriately. Professional
development requires the support
of colleagues and administration} including
opportunities to see how others interpret
and apply such knowledge. All of this takes
time.

Wltaf if means: Sufficient time takes
on four meanings here:

•
First} understanding theory and application}
content knowledge} curriculum}
pedagogy} and assessment all take time}
especially when new knowledge is
constantly developing in all these areas.
Enough formal learning time needs to be
allotted to allow this understanding to
develop.
•
Second} if teachers are to integrate their
new-found knowledge and skills into classroom
practice} and if schools are to
function as cohesive institutions} time
should be provided for reflective meetings}
networking} and observing models in
action.
•
Third} time must be taken to provide
supportive} non-threatening feedback
about teachers' application of new
knowledge.
Principles for I'I'oIesslonal Development / AFT

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•
Last, teachers need a chance to discuss and
question as and after they try new
methods.
Essential time should be built into a
teacher's workday.

8. Professional devel·
opment should be
designed by representatives
of "'ose
who participate in it,
in cooperation wi".
experts in file field.
WIly "'is Is nee"e":When participants
in professional development are not involved
in its planning, they frequently end
up feeling alienated and distrustful, and they
sit through sessions that will not make a difference
in their teaching. Such a situation
wastes both time and money. Their cynicism
is magnified by the failure of most such experiences
to take into account the realities of
the classroom and the differences in teacher
experiences. Credibility is also compromised
when representatives of teachers are brought
in to rubber stamp what someone else has already
designed and when these representatives
are such a small fraction of the planning
group that they clearly can exert no influence.


WIIat it means: It is important that
practitioners be centrally involved in formulating
professional development plans and
that they "buy in" to the process. Since not
every single professional can be part of the
planning group, professionals should choose
who represents them. Representation should
be great enough to exert influence, but the
process must ensure the incorporation of
ideas that come from beyond the schoolhouse.
Otherwise what is already in place
may merely be renamed and reinforced.

Not only

should there
be variety
within and
among
professional
development
courses, but
professional
development
should also
extend
beyond
formal
coursework.

9. Professional devel·
opment ouS..t to talce
a variety Of forms,
including some we
have not typicallyconsidered•.
WIly "'is is nee"e":There are a variety
of ways in which people learn. There are
a variety of experiences that are necessary to
clarify, connect, solidify, and develop knowledge.
For professional development to be
complete, all these aspects should be addressed.


WIIat it means: Not only should
there be variety within and among professional
development courses, but professional
development should also extend beyond formal
coursework. So long as the components
addressed in the preceding criteria are met,
rich professional development can occur
while educators are networking and participating
in collaboratives, in standards development,
curriculum and assessment work,
conducting research, or while they are engaging
in the rigorous advanced certification
process of the National Board for
Professional Teaching Standards. Preparation
for certification by the NBPTS is an excellent
form of professional development, as
many who have attempted certification will
attest. When there are clearly articulated,
high standards for student achievement and
when conversations take place about how to
help students reach them, professional development
is taking place, whatever the formal
or informal mechanisms that enable this to
happen. The very organization of the school
should promote and provide for continuous
and serious reflection about what students
are learning and what needs to be done to
continually improve.

* * *

For more information or to comment on
these guidelines, contact Alice Gill in the AFT
Educational Issues Department, 555 New
Jersey Ave., N.W, Washington, DC 20001.

Principles for Professional Development / AFT

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. AFT Professio1wl
.. Development Guidelines


·'Summary


. p.'. 'rofessio?al devel?prr:~nt is. a' co~~inuous process of indi:i?~a! and
collectlVe exa~matlOn of practice. It should empower mchvldual '

, educators and communities of educators to make complex deci,
. sions~ ident;ify and solve 'problem:s, and. connect theory, practice,
and student outcomes. Itshould also ~nable teachers tQ O-ffer students the


learning opportunities that will prepare them to meet world-class standards
.. in given content areas and to successfully assume adult responsibilities for
--Citizenship an4 work.

J.",,,,,,>J.'-'.UU"

development'
.ensure depth of content

~.L",_",,,,'.Lonal development
. provide a strong founin
tnepedagogy of par-.
disciplines. ,

to content and ped


J .
......,...U.L·content knowledge,
development'


d provide' more -general'
,. . about theteaching ,
·.learning processes and schools
as institutions.


, .

. profeSSional deve10pis
rooted in and reflects ' ,
est available research.

development, '
c()ntribute to measur-.
rovement in student,

6.'Effective professiolui1 development
yxpects teachers to be in,
tellectually e'ngaged with ideas'
and resources. ,


7. Effective professional &velopment
provides sufficient time,
support, and re~ources to enable
teachers to master neW-content
. and pedagogy and to integrate
these into their prac~ice.

.8. Professional development
, should be designed by represeritatives
of those who partici


, pate in it, in cooperation 'with
experts in the field .

9. Professionaldeve1.opment oug~t
to take a variety offorms, in-.
" eluding some we ~ave not typi-.
cally considered.

, Prii-uip!es for ProIe••lona" Deve'op.en'/AFf

, 9



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