Professional Development and Teacher Change

Thomas R. Guskey
Evaluation of the Reading
Guskey believes that Professional Development programmes are
systematic in bringing about change in classroom practices, attitudes
and beliefs and in the learning outcomes of students. Professional
Development programmes share a common purpose To alter the
professional practices, beliefs and understanding of school persons
towards an articulated end (Griffin, 1983, p2).

Professional Development can be ineffective as they do not take into

account:
What motivates teachers to engage in professional
development;
The process by which change in teachers typically occurs.
A vast majority of teachers think that becoming a better teacher
means enhancing student learning outcomes. Undertaking
Professional Development in many teachers means expanding
knowledge and skills, contributing to their growth and enhancing
their effectiveness with students. What teachers hope to get out
of Professional Development is very much dependent upon specific
and practical ideas that directly relate to the day-to-day operation
of their classrooms. Professional Development programmes at
times fail to consider the process of teacher change.

PD programmes based on the assumption that change in attitudes

and beliefs comes first are typically designed to gain acceptance,
commitment and enthusiasm from teachers and school
administrators before the implementation of new practices or

strategies. Teachers should be involved in the planning and a clear

concensus should be established for what the teachers want .

The Model of Change show that teachers attitudes and beliefs

often change after they gain evidence of improvement in student
learning. Typically these improvements result from changes
teachers have made in their classroom practices. (a new instructional
approach, new materials or simply a change in teaching procedures).

Model of Change
PD Change in Teachers Classroom Practices Change in Student
Learning Outcomes Change in Teachers Beliefs and Attitudes.

Learning to be proficient at something new and finding meaning in a

new way of doing things requires both time and effort. Any change
for increasing teachers competence and enhancing student learning
is likely to require extra work especially at first. Change can bring
about anxiety and can be very threatening. Teachers are reluctant
to try new practices unless they feel sure they can make them work.
To try something new means to risk failure.

Continued Follow-up, support and pressure following the initial

training is crucial after implementing change. If a new programme is
be implemented well, then it much become a natural part of teachers
programme and teaching skills. Teachers must use new practices out
of habit. To be successful PD must be seen as a process not an
event. Change is likely to be slow and require extra work.
Improvement in teacher practice needs to be seen as a continuous
and ongoing endeavour.