How to Make Teacher Professional Development Effective and Engaging

Mary E. Streshly is an educator with degrees in school administration, educational leadership, and English education. As a senior advisor at Oakland Military Institute College Preparatory Academy, Mary Streshly is responsible for training teachers on the faculty.

Teacher training can be formally delivered through conferences and workshops or peer reviews. Since each teacher works with a different group of students, the general procedure of formal teacher training is for the administrator to ask each teacher what their specific challenges are so they can aid their teachers’ professional development.

There are other informal ways an educational facility can contribute to its teachers’ development. For example, peer-to-peer review (pairing less experienced teachers with more experienced teachers) gives the less experienced teacher a chance to learn from someone who has worked in the facility longer. Some teachers may also be more comfortable asking for help from their colleagues.

Receiving feedback while on the job also promotes teacher training development. According to research by Showers and Joyce, teachers who received tips from administrators who observed their teaching process were more likely to apply the recommendations in their classroom than teachers who were not supervised on the job.

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