Key is Using Available Time Effectively
DALLAS–Feb. 23, 2010–Key findings of the annual MetLife Teacher Survey underscore that continuous professional development occurring in a collaborative manner is vital to improving our nation’s schools.
The first of three reports based on data gathered through the annual survey shows that nearly all teachers are engaging in collaboration, and that both principals and teachers agree that higher degrees of collaboration are critical to improving student performance.
“With nearly three quarters of all teachers reporting that they spend almost three hours every week engaged in collaborative learning and work, the MetLife survey 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.
“Equally important to scheduling time is ensuring it is well spent and focuses on improving student performance, establishing a learning agenda grounded in research and data on student achievement, is collaborative, and occurs regularly,” Hirsh added. “Absent these elements, even daily collaboration does little to produce results for students.”
The leader in helping raise student achievement by providing high-quality, continuous, and evidence-based professional development, NSDC is working to modify the definition of professional development at both the federal and state levels so it reflects what is needed to improve student achievement.
“For too long, our education system has viewed professional development as something scheduled once or twice a year, rather than as a cycle of continuous improvement that occurs in schools as a regular part of teachers’ workday. This mindset about professional development must change if we are serious about improving our schools and student outcomes,” Hirsh said.
