Characteristics of Effective Professional Development
Characteristics of Effective Professional Development: A Checklist
Dr. Jana Hunzicker, Assistant Professor
Department of Teacher Education
Bradley University
June 2010
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Characteristics of Effective Professional Development
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Abstract
This article summarizes current research on effective professional development and
offers a checklist for school leaders to use when designing learning opportunities for teachers.
Effective professional development engages teachers in learning opportunities that are
supportive, job-embedded, instructionally-focused, collaborative, and ongoing. When guided by
these characteristics, school leaders can design meaningful learning experiences for all teachers.
Characteristics of Effective Professional Development
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As a group, adult learners are self-directed, ready to learn, experienced, task-centered,
and intrinsically motivated (Knowles, 1983). They typically prefer open-ended learning
opportunities and a voice in the direction and pace of their learning. They approach learning with
clear goals in mind, and they use their life experiences to make sense of new information.
Additionally, adult learners tend to be intrinsically motivated by opportunities to address
problems – and create solutions – that relate directly to their lives.
Because professional development has become a necessary expectation in today’s
schools, understanding the characteristics of adult learners is an important starting point. What
else must school leaders keep in mind when planning professional development for teachers?
This article summarizes current research on effective professional development and offers a
checklist for school leaders to use when designing learning opportunities for teachers.
Supportive
Intrinsic motivation is a necessary prerequisite for learners of all ages (Csikszentmihalyi,
1997; Maslow, 1965). Research shows that effective...