Professional Development Defined
From Extension Collaborative Wiki
Contents |
What is Professional Development?
Professional development includes all planned and unplanned learning experiences that improve an individual’s performance. Professional development occurs in a variety of settings including self-directed learning (could be online), face-to-face training, coaching, and mentoring and sometimes by doing a challenging task.
Regardless of the approach, the goal of professional development is to improve performance, so that all individuals are as effective as possible in carrying out their roles and tasks and the mission of their organization
Competency Based
Competencies are defined as the knowledge, skills and behaviors that lead to outstanding performance. Philosophically, core competencies must represent the knowledge, skills and behaviors of outstanding performance rather than baseline behaviors. When the focus is on outstanding performance, high-quality work is more likely to be accomplished.
Needs Assessment
The learning needs of each individual are identified through a learning needs assessment and are considered in the context of the county program needs, county faculty needs and the strategic directions of the county, state and nation.
Work done in education clearly indicates that “it almost always takes more than just a single session. Ongoing sessions of learning, collaboration and application, accompanied by school – and classroom – based support, over an ample time period, are necessary to incorporate new behaviors fully into a teacher’s repertoire.” Professional development is a continuous process of learning through intentionally constructed job-embedded experiences that are integrated into the day-to-day work of Extension educators, state leaders, volunteers and others to support improved practices, effectives and the application of skills, processes and content.
Professional development must be a sustained, intensive planned commitment to skill development.
References: Killion, J (2005/06, Winter) Evaluating the impact of professional development in eight steps. The Evaluation Exchange: Professional Development, XI (4): 5. Cambridge, MA: Harvard Family Research Project.
Stone, B., & Coppernoll, S. (2004). You, Extension and success: a competency-based professional development system. Journal of Extension. Volume 42, No. 2. http://www.joe.org/joe/2004april/iw1.shtml
Standards:
Rennekamp, R. & Schmiesing, R. (2005). Giving them our best: standards for 4-H professional development. Created in cooperation with the National 4-H professional development task force (2005). http://www.national4-hheadquarters.gov
Standards for Professional Development
(Created by the National 4-H Professional Development Task Force, 2005)
The following set of professional development standards is to be used as a guide for developing, conducting, and assessing professional development experiences and resources for the 4-H workforce. This universal set of standards transcends all delivery methods and learning contexts. They establish standards of excellence for 4-H professional development.
Foundations for Learning
- Professional development activities and resources focus on building competencies included in the 4-H Professional Research, Knowledge, and Competencies (4HPRKC, 2004) taxonomy. 4HPRKC, 2004 establishes the academic base which supports 4-H youth development practice.
- Content is based on credible, up-to-date sources of knowledge. Research-based practice is a hallmark of 4-H youth development programs
- Professional development resources and activities are based upon sound learning theory. When educators utilize what is known about human behavior and change, learners are more likely to incorporate desired practices into their work.
- Learning objectives are clearly stated. It is clear how the learner will benefit from the learning experience or resource. When one knows what it is they are to learn, learning has purpose and meaning.
Relevance to the Learner
- Learners have an opportunity to assess their current level of knowledge and skill. To the degree possible, learning experiences are tailored to the learner’s level of readiness for the content. An assessment of current knowledge and skill can also serve as a baseline for measuring change.
- Learners have a say in what is learned, how it is learned, and when they learn it. Such learner input is necessary for ensuring relevance.
- Learners are encouraged to learn from each other through continual communication and problem-solving. Learners bring their life experience to the learning process. Multiple communication mechanisms allow learners to stay in contact with one another.
- Learning experiences help the learner apply what is learned in real-world settings, especially the communities in which they work. Examples relate to the learner’s current situation. Alignment between learning and daily work is evident.
- Learning experiences and resources are sensitive to all forms of human difference. Language and vocabulary is appropriate for the intended audience. Visual materials reflect diversity. Language is free of bias and jargon.
The Learning Experience
- Content is delivered through a variety of methods which are suited to the learner and content. Using a variety of methods helps ensure that various learning styles are accommodated.
- Learning experiences are well organized and sequential in nature. Learners must have a logical framework for engaging in the learning process.
- Learning resources meet appropriate standards for technical quality (correct grammar and spelling, clear images). Such standards will vary according to medium used.
- Learning experiences are of sufficient magnitude to produce the outcomes desired. The forces which initiate and or support change must be greater than the forces resisting it.
- Learners “learn-by-doing.” When learners experience the benefits of a practice firsthand, they are more likely incorporate that practice into their daily work.
- Learners feel safe and supported at all times. If learners perceive the risks of trying something new as being too great, they are less likely to do it.
- Technology is used in a manner that supports and accelerates learning and achievement.
- Accessibility issues are addressed and accommodations made so that learners can be fully engaged and participate in the learning.
Assessment and Reflection
- Learners have opportunities to monitor progress, gauge improvement, and assess the impact of their learning.
- Learners are presented with situations which equip them to deal with uncertainty and future change. Learning encourages continual growth and improvement.
- Learners are challenged to become independent and collaborative problem solvers. They learn how to learn.
- Learners are able to reflect on their learning and identify further opportunities for growth.
References:
CECP Steering Committee (2004) A Basic Guide for CECP Module Development Teams. Starkville, MS: Mississippi State University. Available online at: http://srpln.msstate.edu/cecp/guidebookfinal.pdf
Cooperative State Research, Education, and Extension Service (no date). CYFERnet Resource Review. Washington, DC: CSREES.
Donaldson, Joseph, and Julie Sexton (2005). Review Form for CECP On-line Modules and Courses. Starkville, MS: Southern Region Program Leadership Network.
Evers, Frederick T., Rush, James C., and Bedrow, Iris. (1998). The Bases of Competence: Skills for Lifelong Learning and Employability. San Francisco: Jossey- Bass Publishers.
National Staff Development Council (2001) NSDC Standards for Staff Development. Oxford, OH: National Staff Development Council. Available online at: http://www.nsdc.org/standards/index.cfm
Rennekamp, Roger (1994). Juried Review of Children, Youth, and Families Staff Development Curricula: Background and Significance. Chevy Chase, MD: National 4-H Council.
Stone, Barbara, Pam Garza, and Lynne Borden (2005). Attracting, Developing, and Retaining Youth Workers for the Next Generation. Wingspread Conference Proceedings.
Written by Roger Rennekamp (OR) and Ryan Schmiesing (OH) with support from the National 4-H Professional Development Task Force: Nancy Coleman, (MO), Mary Katherine Deen (WA), Pam Garza (National Collaboration for Youth), Angela Groh (IA), Lisa Guion (FL), Susan Holder (MS), Brent Strickland (AZ), Gina Taylor(WV), and Jennifer Zaniewski (National 4-H Council). Co-Chairs: Roger Rennekamp (OR) and Barbara Stone (National 4-H Headquarters).
