How do Adults Learn? Professional Development for Teachers

 Bean emphasizes that “quality teaching is the single most important variable contributing to student learning” (p. 414). Something that employers were looking for when I was applying for jobs after college was candidates who had the most recent and up-to-date education. This is because best practices in education are constantly changing which means that teachers need to be continually learning. In order to provide quality teaching, teachers must have the most up-to-date information regarding best practices. This education can be provided through professional development opportunities. Standard 6 of the Standards for the Preparation of Literacy Professionals (2018) requires literacy professionals to “collaboratively engage in, support, or lead literacy professional learning” (p. 18). This means that one of the key responsibilities of literacy leaders is to conduct professional learning opportunities for teachers and staff. 

To effectively conduct a professional development seminar, literacy leaders must educate themselves regarding best practices for adult education, or andragogy. Zepeda (2019) explains that adult learners approach the learning task with a specific goal in mind (p. 36). This suggests that teachers are given the purpose and objectives of a seminar from the onset. Additionally, the information should provide insight into real life situations. Adult learners want to invest their time engaging with information that is extremely practical. Adults respond well to activities that are learner centered and that challenge open-ended responses (p. 36). 

Taylor and Collins (2003) present many different models for professional development. The model of professional development will differentiate depending on the type of professional development, the group size, and the types of learners who will participate. Some options include holding a kickoff event or a mini conference, inviting guest speakers, local specialists, or specialists within your district, and offering large or small group sessions (p. 2). Adults should be given choices concerning their professional development and follow up sessions should be scheduled to continue working on targeted skills (p. 4). Follow up sessions may include research projects, observational studies, visiting other facilities and organizations, and receiving more instruction. Following the kick-off session, professional development can continue on a weekly or monthly schedule throughout the school year (p. 4). At my school, we always begin the school year with a few days of professional development. Then we continue our individualized professional development on a biweekly schedule with different groups. We also come together for a schoolwide professional development session at least once a month. I have also attended conferences, participated in virtual zoom conferences or webinars, and completed professional development courses. I am fortunate to receive a great deal of professional development at my school and can attest to the fact that some professional development opportunities are more beneficial than others.

Association, I. L. (2018). Standards for the preparation of literacy professionals 2017. International Literacy Association, (Parts I, II, III). 

Dagen, S. A., & Bean, R. M. (Eds.). (2020). Best practices of literacy leaders, second edition: Keys to school improvement. The Guilford Press. 

Taylor, R., & Collins, V. D. (2003). Designing Professional Development to Ensure Success. In Literacy leadership for grades 5-12. 5th ed., pp. 85–105). ASCD.

Zepeda, S. J. (2019). Adult learning and professional growth. In Professional development: What works. 3rd ed., pp. 36–54). Routledge.