Most professional development is a waste of time and money, writes Rick Hess. “Teachers are routinely subjected to fly-by consulting or enthusiastic workshops, without any sustained focus on particular problems or figuring how to use time, talent, and tools to solve them.”
The total cost — including salaries, substitutes, travel, etc. — could reach $8,000 to $12,000 annually per teacher, reports Knowledge Delivery Systems (KDS).
“Yet hardly any of this actually appears to make teachers better,” writes Hess, citing a 2007 review of the research by the Institute of Education Sciences.
Perhaps the most damning indictment of PD is the fact that even teachers themselves regard it with contempt. Eric Hirsch, director of special projects with The New Teacher Center at the University of California, Santa Cruz, observes, “When you ask teachers what conditions matter most in terms of their future career plans and student learning, professional development has come in last on every survey we’ve done.”
Roxanna Elden, author of See Me After Class, wryly grouses that professional development is provided in sessions with names like, “Unlock the Sunshine! Shedding Light on the Opportunities Created by State Assessment 2.0.” She explains, “Usually, these sessions use PowerPoint presentations to [tell] teachers that rigor is important, suggest[ing] we’ve spent most of the year training our students to make different colored Play-Doh balls.”
Training programs for administrators “emphasize culture, coaching, and consensus above all else,” writes Hess in his new book, Cage-Busting Leadership. “After all, if one is disinclined to rethink staffing or spending, replace employees, reward excellence, or root out mediocrity, hoping you can train staff to be better at their jobs is really all you’ve got left.”