Teacher Inservice Professional Development. he American education system values in-service training to improve teacher performance, spending an average of $18,000 annually per teacher. Like many promising practices, it has failed to produce as promised. Schools invest extensively in teacher induction in the early years of a teacher, supplemented with in-service training throughout the teacher’s career. Unfortunately, this training is often delivered in unproductive ways, for example, workshop sessions that commonly rely on passive didactic techniques, such as lecturing or reading, shown to have minimal or no impact on the teacher’s use of the practices in the classroom. This is especially true when the outcome, using the practices in the classroom, is assessed. Coaching-based clinical training, with the teacher practicing skills on students in a classroom setting and receiving feedback from the coach, has been found to produce the best results. Sustained professional development with scope and sequence curriculum, accompanied by manuals for interventions in which the teacher is being trained, is superior to single events. Computer-assisted instruction as a companion to systematic training techniques identified above has been found to be a cost-effective adjunct staff development tool.
Citation: Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2020). Overview of Teacher Inservice. Oakland, CA: The Wing Institute. https://www.winginstitute.org/in-service-professional-development