Site icon Frontline Education

Top Tips for Success with Online Professional Development for Teachers

While many of us can’t wait to get back to in-person professional development and think online PD is less than ideal, I’m here to tell you that virtual professional learning can be highly successful. When online professional learning is well planned and well executed, teachers describe their experiences as “fantastic,” “effective,” “perfect,” and “wonderful.”

My team studied over 130 online professional learning courses offered to educators in hundreds of school districts over the course of two school years — including courses available during the pandemic. These courses were offered as part of a grant from the NY State Department of Education to the NY State Teacher Centers — 126 professional development centers run by teachers, with the goal of providing high-quality professional learning opportunities for educators to enrich teaching practice and improve student learning and achievement. We know from this program evaluation that teachers have high expectations for professional development, and we learned from over 1000 feedback survey responses what makes virtual professional learning work.

The courses we studied encompassed a variety of topics including the arts, culturally responsive education, educational technology, mathematics, and social emotional learning, just to name a few. Many courses featured multiple sessions and included reading and writing assignments participants were expected to complete.

Feedback fell rather neatly into 6 essential categories. Format, time management, communication, interaction, content, and materials all need to be part and parcel of the design of virtual professional learning. A deeper dive into these responses from teachers revealed the following lessons:

Teacher survey results: what makes virtual professional development work?

Course format

Time management

Communication

You may enjoy this hand-picked content:

Podcast: Evaluating Teachers Virtually

Interaction

Participants need explicit directions for how to use the time in breakouts, and they must be able to access and review the directions once they’re in the breakout rooms. Some instructors in our study put breakout room prompts on slides in the main room, and by the time people got into their breakouts, they found they didn’t remember the question prompts.

Breakout room activities must be meaningful and relevant. Discussion for discussion’s sake when participants aren’t clear on the purpose doesn’t work.

Content

Materials

High quality professional learning should be created based on results of program evaluation, needs assessments and other assessments of teachers’ learning needs. It should be well organized, managed, and include relevant activities and materials, along with a clear communication plan between instructors and participants.

Teachers know good teaching and are more than willing to share how they experience the professional learning we provide for them. As it turns out, many of the same principles and practices we apply in the classroom are what make virtual professional development successful as well.

Resources

Exit mobile version