Page 29 - The Architecture of Professional Development

“Convenience courses” represent another style of professional development architecture. Common
design features include limited me required in formal class se ngs, nearby or on‐site loca ons,
minimal work and assignments beyond class me, and availability on demand. Offered by small
colleges, private vendors, school districts, and other educa onal agencies, these courses cons tute a
major part of professional development ac vi es in the United States and in many other countries.
Universi es have a long history of providing a variety of opportuni es for teacher professional
development through graduate programs, summer ins tutes, and clinical experiences. However, in
the United States with over two million public school teachers and administrators requiring
opportuni es for on‐going professional development, the requirements, content, and delivery of
tradi onal graduate programs at selected ins tu ons no longer can meet the burgeoning demand for
professional development. In response to this demand, “convenience courses” offering graduate
credits have become the proverbial cash cow for many small colleges and private corpora ons. What
do “convenience courses” communicate? An emphasis on convenience suggests a type of fast food
architecture featuring professional improvement that is quick, easy, nutri onally ques onable, and
minimally intrusive in a busy professional’s work and life. Convenience courses communicate other
messages as well. Professional development is primarily an individual responsibility that occurs
outside of one’s work. Professional improvement is a compliance exercise to meet minimal
requirements. And, professional growth is more about accumula ng credits than it is professional
competence. The meta‐message communicated in convenience courses is ‐‐ teacher professional
development con nues to be fragmented, incoherent, faddish, and o en unaligned with teachers’ and
schools’ most pressing needs, interests, and goals.

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