Effective teacher professional development requires repeated varied exposure and piggybacks onto existing structures.
Evidence
Getting involved in a place-based education program is a form of professional development for teachers-and it’s often difficult to get overworked teachers to volunteer for professional development. It’s helpful to approach professional development keeping in mind that old marketing adage that says “the customer needs four or five exposures to the product before she’ll buy it.” Professional development needs to happen in many guises over long periods of time. Rather than try to create new committees or schedule new meetings, try to piggyback onto existing structures. The practice of piggybacking can make it easier to get new teachers involved and give staying power to long-term efforts. — David Sobel, Place-Based Education, 94
Categorization
- XREF: connects to: Short teacher trainings fail to produce durable environmental teaching proficiency — David Sobel, Place-Based Education: Connecting…, 103; Classroom visits are the most effective form of teacher professional development — David Sobel, Place-Based Education: Connecting…, 105; Durable community-school change appears abruptly after years of slow accumulation. — David Sobel, Place-Based Education: Connecting…, 119 (+5 more)
Related
- Teacher adoption requires repeated exposure across existing institutional settings (similarity 0.91)
- Classroom visits are the most effective form of teacher professional development (similarity 0.88)
- Teacher-led workshops and classroom visits outperform expert-led training for changing teaching practice. (similarity 0.84)
- Place-based educators succeed by augmenting existing curricula rather than adding new content. (similarity 0.83)
- Short teacher trainings fail to produce durable environmental teaching proficiency (similarity 0.82)
- Environmental educators succeed by supporting existing curricula rather than adding new content (similarity 0.81)
- Teachers reinforce cultural analysis by embedding it in every assignment rather than isolated lessons. (similarity 0.80)
Broader Connections
- Place-based educators succeed by augmenting existing curricula rather than adding new content.
#exemplifies(0.85) — David Sobel, Place-Based Education, 27 - Teachers reinforce cultural analysis by embedding it in every assignment rather than isolated lessons.
#exemplifies(0.80) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1856