ABSTRACT
More than half of all teachers who responded to the national Schools and Staffing Survey (SASS) reported receiving fewer than 16 hours of professional development in their content area over the course of 12 months. Oftentimes their meetings are focused on examining student performance data to identify content that needs to be retaught or reinforced, perhaps in new ways. Whole-school professional learning communities (PLCs) are effective at normalizing continued learning and setting an expectation for collaboration that honors everyone's expertise and empowers them to take ownership of their professional development. However, principals are well positioned to integrate state licensure requirements into school-based professional development programs. Instead of sending teachers to random conferences, consider enrolling them in virtual professional development programs that offer webinars, consultations, and cross-school collaboration opportunities. CoPs, working groups, action research, and virtual coaching are professional development opportunities that create role consensus by providing a space for teachers to share perceptions of job expectations.
