Professional Development Improves Teacher Effectiveness, Student Achievement
Training helps principals, educators and instructional coaches provide better instruction in the classroom
Educators from Beers Elementary School in Southeast DC take part in a professional development training this fall at Kramer Middle School. | Photo by Fred Lewis
Educators from Beers Elementary School in Southeast DC take part in a professional development training this fall at Kramer Middle School. | Photo by Fred Lewis
Educators from Beers Elementary School in Southeast DC take part in a professional development training this fall at Kramer Middle School. | Photo by Fred Lewis
It wasn’t unlike any other classroom in the district with round tables, magic markers, whiteboards, a projector and screen, and the cacophonous din of discussion and problem solving.
But what set this classroom in the lower level of Kramer Middle School apart from others in the school system was the student body: A group of about 50 principals, instructional coaches, Schoolwide Application Model staff and teachers.
For three days last week, educators from about 13 schools – all Cluster 1 schools and one school from Cluster 2 – attended a training session titled “Strategic Design for Student Success” that was intended to improve classroom instruction by developing .
“This training is about empowering students to take ownership of their learning,” said Ayana Abdul-Ali, instructional coach at Kenilworth Elementary School in Northeast DC.
“We’re digging deep into the standards and picking out what students need to understand and help us provide more effective teaching in the classroom,” said Fatima Johnson, Kenilworth principal.
While organizers say it can be difficult to schedule a training with such a large group of principals and teachers in attendance, professional development is vital to improving the quality of instruction and education in DC public schools.
“Professional development is vital,” said Mark King, Instructional Superintendent for Cluster 9 DC public schools. “We need them in the classroom, but they need professional development for their own personal growth and [that knowledge] trickles down to the classroom.”
King said professional development trainings such as the one last week not only introduce methods for instruction but also get professional educators together in the same room to exchange best practices to increase effectiveness.
“I try to provide a data analysis and next steps for [educators] to help them utilize that information to increase effectiveness,” King said. “We get that data and drill down to individual classes to see where students are struggling. Teachers who did well share their knowledge with those who didn’t to improve pedagogy and student achievement.”
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