THE PRACTICE: Professional development should provide learning opportunities that relate to individual needs but are, for the most part, organized around collaborative problem solving.
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National Partnership for Excellence & Accountability in Teaching

Research summary

Professional development should provide learning opportunities that relate to individual needs but are, for the most part, organized around collaborative problem solving (CPRE, 1995; Fullan, 1991; Guskey, 1995; Hargreaves, 1994; Huberman, 1995; Little, 1993; Miller, Lord, & Dorney, 1994; NGA; NISE, 1996; NSDC, 1995; Rosenholtz, 1989). But what exactly does collaborative problem-solving look like? Activities can vary from interdisciplinary teaming (Whitford & Kyle, 1992) to curriculum development and critique (Bryk, Rollow, & Pinnell, 1996; Miller, 1992) to collaborative action research (Eaker, Noblit, & Rogers, 1992) to study groups (Hodges, 1996). In each case, however, educators working together to address issues of common concern facilitate the identification of both the causes and potential solutions to problems.

Although collaborative problem-solving can result in potentially irreconcilable positions or merely perpetuate existing practice, when done skillfully, it leads to the clarification of learning needs and the sharing of knowledge and expertise. It breaks down teacher isolation (Bryk, Rollow, & Pinnell, 1996), collectively empowers teachers (Hargreaves, 1995), creates an environment of professional respect (Guskey, 1995), and develops a shared language and understanding of good practice (Little, 1982). Without collaborative problem solving individual change may be possible, but school change is not. The inherent difficulties in implementing this principle are what make the following principle so critical.

References

Bryk, A. S., Rollow, S. G., & Pinnel, G. S. (1996). Urban school development: Literacy as a lever for change. Educational Policy, 10 (2), 172-201.

Consortium for Policy Research in Education. (1995, June). Helping teachers teach well: Transforming professional development. New Brunswick, NJ: Rutgers University.

Eaker, D. J., Noblit, G. W. & Rogers, D. L. (1992). Reconsidering effective staff development: Reflective practice and elaborated culture as desirable outcomes. In W. T. Pink & A. A. Hyde (Eds.), Effective staff development for school change (pp. 153-169). Norwood, NJ: Ablex Publishing Corp.

Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press.

Guskey, T. R. (1995). Professional development in education: In search of the optimal mix. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms & practices (pp. 114-132). NY: Teachers College, Columbia University.

Hargreaves, A. (1995). Development and desire: A postmodern perspective. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms & practices (pp. 9-34). NY: Teachers College, Columbia University.

Hodges, H.L.B. (1996). Using research to inform practice in urban school: 10 key strategies for success. Educational Policy, 10 (2), 223-252.

Huberman, M. (1995). Professional careers and professional development: Some intersections. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms & practices (pp. 193-224). NY: Teachers College, Columbia University.

Little, J.W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Education Research Journal, 19, 325-340.

Little, J. W. (1993). Teachers professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15 (2), 129-151.

Miller, B., Lord, B., & Dorney, J. (1994). Summary report. Staff development for teachers. A study of configurations and costs in four districts. Newton, MA: Education Development Center.

Miller, L. (1992). Curriculum work as staff development. In W. T. Pink & A. A. Hyde (Eds.), Effective staff development for school change (pp.95-109). Norwood, NJ: Ablex Publishing Corp.

National Governors Association. Professional development for educators: A priority for reaching high standards. Washington, DC: Author.

National Institute for Science Education. (1996, May). Principles of effective professional development for mathematics and science education: A synthesis of standards. NISE Brief, 1 (1). Madison, WI: University of Wisconsin.

National Staff Development Council. (1995). Standards for staff development. Oxford, OH: Author.

Rosenholtz, S. (1989). Teachers workplace: The social organization of schools. New York: Teachers College Press.

Whitford, B. L. & Kyle, D. W. (1992). Interdisciplinary teaming as staff development: Initiating change in a middle school. In W. T. Pink & A. A. Hyde (Eds.), Effective staff development for school change (pp. 109-136). Norwood, NJ: Ablex Publishing Corp.

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