What really works?

While watching Kristin Daniels' TEDx talk on "Empowering the Teacher Technophobe," I related to her insights on the difficulties educators encounter when incorporating technology into their teaching. Reflecting on "Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability" and "The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development," it's evident that professional learning (PL) often yields underwhelming outcomes despite substantial investment.

PL's ineffectiveness can be attributed to its disconnection from the everyday practice of teaching. Teachers frequently participate in workshops, seminars, or training sessions but lack the necessary support or time to implement their new knowledge. Kristin Daniels highlighted the intimidation that technology poses to even seasoned teachers without proper support, underscoring a larger issue: PL's heavy emphasis on theory and generic solutions, which can leave educators feeling overwhelmed and unsupported.

As for my own teaching style, I would place myself between a willing adopter and a cautious technophobe. Open to innovation, I require time and guidance to integrate new methods into my teaching confidently. Many colleagues share this sentiment, though some display greater resistance to change. This resistance is not due to a lack of interest in professional growth; rather, as Daniels pointed out, the fear of failure in front of students or peers is a significant deterrent.

"The Mirage" report was particularly revealing about the allocation of PL funds. It underscored that schools are investing heavily in professional development with little tangible return. The "The Mirage" report is a real eye-opener regarding where our professional learning (PL) funds are going. It reveals that despite the hefty investments in professional development, the returns, particularly in teaching improvement, are not as significant as expected. Our current PL expenditures on workshops, consultants, and conferences rarely show a direct correlation with enhanced teaching practices. Without providing teachers the opportunity to practice, make mistakes, and iterate, these investments are not fully capitalized.

The five principles of effective PL could be transformative if applied correctly. They emphasize relevance, sustainability, and support—key elements for sustained growth. However, the importance of duration is often underestimated. As Daniels highlighted, meaningful learning requires time. Teachers need the chance to explore and reflect over a longer term, not just during brief sessions.

Regarding openness to alternative PL strategies, my organization shows some willingness to embrace new ideas, but there's still a strong attachment to conventional methods. Innovative approaches such as peer coaching or tech-supported professional learning communities (PLCs) have the potential to effect substantial change. Sharing success stories from forward-thinking schools and underscoring research like "The Mirage" could strengthen the argument for these alternative methods.

Reading a review of "The Mirage" was essential because it gave us a broader perspective. It’s easy to get caught up in the numbers and statistics, but seeing the report’s findings analyzed critically allowed me to think more deeply about how we, as educators, can take meaningful action. We can’t afford to keep pouring money into systems that aren’t working; we need to adopt a more strategic, research-based approach to PL.

The Importance of Standards for Professional Learning Finally, being familiar with Standards for Professional Learning is crucial for anyone involved in education. These standards offer a clear framework for what effective PL should look like, ensuring that we focus on practices that have a real impact. The Quick Reference Guide, in particular, can serve as a practical tool for aligning our PL initiatives with best practices, making sure we’re on the right path.

This discussion has really solidified my belief that professional learning needs to be more relevant, personalized, and sustained over time. Teachers, just like students, need ongoing support to truly master new skills and concepts. We need to rethink how we’re investing in PL and move towards models that emphasize collaboration, real-time feedback, and continuous learning. By doing so, we can empower not just the technophobes among us, but all educators to grow and thrive in today’s rapidly changing educational landscape.

References

Hill, H. (2015). Review of the mirage: Confronting the hard truth about our quest for teacher development. National Education Policy Center. https://www.greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf

TEDx Talks. (2013, November 6). Empowering the teacher technophobe: Kristin Daniels at TEDxBurnsvilleED [Video]. YouTube. https://www.youtube.com/watch?v=puiNcIFJTCU