Anderson County Schools
HOMEPAGE

In virtually every state in the nation, reform efforts are dramatically raising expectations for students, and consequently, for teachers. In response to these reform initiatives, educators are being asked to master new skills and make necessary changes in their classrooms. To meet these new expectations, educators must deepen their content knowledge and acquire new methods of instruction. They need more time to work with colleagues, to critically analyze the new standards being suggested, and to revise curriculum. Educators need opportunities to develop, master and reflect on new approaches to working with students. All of these activities fall under the general heading of professional development.

A key lesson learned about school reform from the past decade is that far more time is necessary for staff learning and planning than is currently being made available. Staff development days, typically workshops, and brief meetings before, during, or after the school day when other responsibilities tug at the participants are grossly insufficient for the profound learning and planning which are essential to successful improvement in teaching and learning.

The importance and placement of professional activities will require the support of all stakeholders, including parents, students, and community members. Before redesigning professional development activities, it is important to understand the research on best practices in professional development. Research clearly defines the following assumptions:

Ongoing professional development is required if it is to result in significant change. School change is the result of both individual and organizational development. The goal of professional development is to support the inquiry into the study teaching and learning. Teachers learn as a result of training, practice, and feedback, as well as individual reflection and group inquiry into their practice. Professional development is essential to school development. Professional development should be primarily school focused and embedded in the job.

Professional development programs based on these beliefs are quite different from those based on traditional assumptions. While district wide workshops still will be appropriate on occasion, most professional development should be school based. Educators should attend hands on workshops and conferences, and be involved in a variety of ongoing, job embedded learning activities, such as study groups, action research, peer coaching, curriculum development, and case discussions.

In Anderson County, the Office of Technology developed a system wide technology plan, which allowed school sites to develop their technology plans. After evaluating school, teacher, and student needs in the school technology plans, professional development activities can be developed.

System Technology Plan (Handout #1, Sections 1-3) Because K-12 education has traditionally been restricted by limited budget funds, it was imperative that whatever funds were expended on technology be made to serve the most students possible. This has forced most purchases to focus on meeting today's needs only. Unfortunately, as changes in technology come more rapidly and software becomes more demanding, technology bought with only today in mind become obsolete very quickly.