I've been following a Twitter conversation about professional development and reclassification for teachers here in Hawai`i. There is a level of frustration with the requirements, and unfortunately, many of the courses that pass as "professional development" fail to inspire.
When I began teaching in the Department, I was pretty clueless about reclassification. Back then, the classes for teachers were held in-person, usually during the summer, and I was teaching summer school at that time. The classes were often in large meeting rooms, where the incentive to get a credit or two outweighed the fact that the classes had no relevance to teaching and learning. When a new Superintendent was appointed in 2001, she announced that classes like "basket-weaving" would no longer be eligible for recertification.
Things changed for the better. At the time, we could receive credit for school-sponsored professional development courses that focused on a school-wide goal. Our principal set up the PD class, and we attended the sessions and implemented lessons that demonstrated our understanding. But somewhere along the line, things changed, and suddenly, teachers were required to submit portfolios as evidence of fulfilling the requirements of the class. From the aforementioned Twitter conversation, that portfolio has been a stumbling block for teachers even though many of them are leaders within their school or community. Additionally, Department-approved courses that are relevant for teachers may be lacking. Our counselors shared that there were very few courses they could take in order to reclassify; this is unfair to those in positions with few options.
I understand the frustration of these teachers on Twitter. It takes leadership to call attention to something that isn't working and to offer suggestions.
One suggestion is to allow teachers to share their learning in multiple ways just like we do for our students. A portfolio binder which is now a requirement, is just one way to show evidence of learning and application to the classroom. Just as students have options - electronic portfolio, video, blog, poster, oral presentation, etc. - we should leave it up to the course instructor, not someone sitting in an office, to determine if the course requirements were met. Maybe the instructor could have options as well; if a student did most of the work but failed to complete one section, perhaps that student could earn 1 or 2 credits for a 3-credit course.
When our Department implemented the Educator Effectiveness System, one of the major changes (after an initial year of mayhem) was a focus on Professionalism. I felt that we were finally on the right track with teacher development. (Read my blog about it back in 2015.) Perhaps this can be another option to ensure that all teachers have the opportunity to grow and to gain Department-approved credits in the process. School leaders would meet with teachers throughout the year to provide guidance and support, and at the end of the year, there can be a public exhibition where teachers share evidences of their learning and growth. There could be a system in place where teachers can earn up to a maximum number of credits for the year. In this way, every teacher has the possibility of moving towards reclassification, not just those who have the time or who have course options.
It was suggested that perhaps a group made up of different stakeholders could tackle the professional development reclassification system. This is a great idea; that group can be convened to create a fair and equitable system that ensures that our teachers continue to grow as professional. When our teachers are trusted to be creative and innovative and to own their own learning, they will be more excited about teaching, and that enthusiasm and confidence transfers to their students.
I hope that those teachers who shared concerns on Twitter about the professional development reclassification system will work towards that goal. Sharing concerns on social media reaches a limited audience. I encourage discussions and a plan of action. Times have changed, and expectations for our teachers need to change as well.
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