Page 16 - The Architecture of Professional Development

Though teachers are the major beneficiaries of professional development, there are other important
stakeholders (clients) with different interests. Schlechty and Whi ord (1983) describe professional
development ac vi es as serving one or more of three primary func ons in schools. These include,
“(1) an establishment func on (e.g., increasing awareness) when the purpose is to promote
organiza onal change through the implementa on of programs, technologies, or procedures in
schools and districts: (2) an enhancement func on (e.g., apply to and improve prac ce) to improve
teacher effec veness; or (3) a maintenance func on (e.g., con nued prac ce) to ensure compliance
with administra ve and organiza onal goals and objec ves.” (Bredeson and Scribner, 2000).
However, based on the defini on of professional development used in this chapter, ac vi es designed
solely to meet establishment and maintenance func ons, though important, are not considered
professional development. Having said that, professional learning opportuni es designed to meet
teachers’ and principals’ interests and needs (an enhancement func on) serve other important
interests. For example, professional development also contributes to improved student learning
outcomes, enhances the quality of educators’ work life, facilitates organiza onal change and school
improvement, and helps to build community. Lastly, professional development advances the fields of
teaching and administra on through the establishment of professional networks, the exchange of ide‐
as, and development of standards for professional prac ce.

Firmitas ‐ Structure
The second essen al component of professional development is structure, firmitas. Structure refers to
the processes, materials, and content brought together in in ways that serve the needs of clients.
Structures are the concrete and visible dimensions of professional development experiences “in”, “at”,
“outside”, and “beyond” work that support and enhance professional prac ce.
The connec on between professional development structures and func on is obvious, but
nonetheless o en ignored. For instance, staff development may be more the result of convenience
(e.g., a speaker is available) and organiza onal expediency (e.g., teachers need to know about new
state laws) than it is based on the cri cal needs and interests. Professional development structures
that emerge without clear purpose and do not meet the needs and interests of teachers and
administrators (u lity), most o en result in fragmented and faddish ac vi es masquerading as
professional learning. A weak connec on between structure and func on may also result in
unan cipated nega ve outcomes in schools: teachers who become resistant, cynical, and frustrated by
professional development designs created and imposed without their input.

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