MetLife Survey findings confirm importance of collaborative professional learning
DALLAS–March 24, 2010– Key findings of the annual MetLife survey underscore that continuous professional development occurring in a collaborative manner is vital to improving our nation’s schools. Higher job satisfaction and higher expectations for students are associated with higher levels of collaboration.
Released this year in three parts, the MetLife Survey of the American Teacher: Collaborating for Student Successexamines educators’ views on teaching and leadership, student achievement, and teaching as a career, with an emphasis on the role of educator collaboration in today’s schools.
“With nearly three quarters of all teachers reporting that they spend almost three hours every week engaged in collaborative learning and work, the findings indicate that time may not be the barrier we once thought to teachers’ access to continuous professional development,” said Stephanie Hirsh, executive director of the National Staff Development Council.
This year’s MetLife survey is an important reminder that NSDC needs to continue to emphasize a vision for the learning profession that promotes collaborative learning as a central organizer. NSDC’s goal is that all teachers work and learn together because they recognize the impact this effort has on student achievement.
“Equally important to scheduling frequent, collaborative time is ensuring that it focuses on improving student performance and establishes a learning agenda grounded in research and data on student achievement,” Hirsh added. “Absent these elements, even daily collaboration does little to produce results for students.”
“This report also shines a spotlight on teachers and students in high-poverty systems, where fewer teachers hold high expectations for their students. Effective professional learning can help teachers address key areas of need and support educators in their efforts to serve our most vulnerable populations,” concluded Hirsh.
