Adult Development, Teacher Development, and …

1 Developing Difference Makers Author: John J. Franey, PhD October 1, 2015 Adult development , Teacher development , and Adult Learning D e v e l o p i n g D i f f e r e n c e M a k e r s Page 1 Adult development , Teacher development , AND Adult LEARNING The traditional structure of professional development for teachers is a one-size-fits-all approach, where all teachers, regardless of their differences, are provided the same professional development (Colbert, Brown, Choi, & Thomas, 2008; Grossman & Hirsch, 2009; Lee, 2005; Little, 1993; Marsh & Jordan-Marsh, 1985). Colbert et al. (2008) refer to this form of professional development as the sit and get model, which imposes professional development on teachers in a top-down, non-collaborative manner (p.)

2 136). The research of Darling-Hammond, Wei, Andree, Richardson, and Orphanos (2009) found that more than 9 out of 10 teachers have participated in professional learning consisting of short-term conferences or workshops (p. 5). Despite the popularity and common use of traditional forms of professional development in school districts across the nation, these forms are heavily criticized in the literature on professional development (Darling-Hammond, 2005, 2010; Darling-Hammond & McLaughlin, 2011; Darling-Hammond et al., 2009; Garet, Porter, Desimone, Birman, & Yoon, 2001; Hirsh, 2009; Kelleher, 2003; Lester, 2003; Little, 1993; Richardson, 2003; Sparks & Hirsh, 2000). This criticism is based on the idea that in traditional one-size-fits-all approaches, all teachers receive the same professional development program regardless of their individual subject area, grade level, level of experience, or needs.

3 Watts (1980) equated this to a generic antibiotic that is given to all patients regardless of their illness or even if they are ill at all. A major issue in this one-size-fits-all approach is that although teachers share a common link with regard to their overall profession as a Teacher , they represent a diverse spectrum of ages, experience levels, subjects and grade levels taught, personalities, and ethnicities. The literature on human development suggests that individuals represent multiple levels and stages of Adult development (Erikson, 1980; Kegan, 1982; Wilber, 2000; 2001), as well as Teacher and career development (Fuller, 1969; Burden, 1982; Burke, Fessler, & Christensen, 1984; Christensen, Burke, Fessler, & Hagstrom, 1983); Dubble, 1998; Katz, 1972; Watts, 1980).

4 Additionally, when teachers participate in professional development practices, they come with a propensity for particular, individual Adult learning processes (Chickering, 2006; Cranton & King, 2003; Daley, 2003; Grow, 1994; Lawler, 2003; Lieberman, 1995; Merriam, Caffarella, & Baumgartner, 2007; Quick, Holtzman, & Chaney, 2009; Trotter, 2006). Due to this diversity in developmental levels and Adult learning processes, for professional development to be more effective, it should be individualized and differentiated to fit their needs and developmental levels (Burden, 1982; Burke et al., 1984; Christensen et al. 1983; Daley, 2003; Dubble, 1998; Eun, 2008; Grossman & Hirsch, 2009; Guskey, 1991; Helsing, Howell, Kegan, & Lahey, 2008; Lawler, 2003; Lynn, 2002; McDonnell, Christensen, & Price, 1989; Oja, 1990; Quick et al.)

5 , 2009; Sheerer, 1997; Trotter, 2006; Department of Education, 2011; Watts, 1980; Zepeda, 2008). This ideal of individualized and differentiated professional development for teachers is typically not addressed within traditional forms of professional development . This article examines the literature on human development , Teacher development , and Adult learning processes. The focus is on developing a better understanding of why professional development needs to be individualized and differentiated to fit each educator s needs and preferred learning styles. When professional development is individualized, it provides the D e v e l o p i n g D i f f e r e n c e M a k e r s Page 2 greatest opportunity for the learning that takes place to make a difference in the lives of the learner.

6 The goal of this article is for teachers and administrators to gather evidence for effective decision-making on future professional development programs and processes. The Teacher as a Diverse and Developing Adult Learner The focus of this article is on avoiding the one-size-fits-all forms of professional development . The constructs of effective professional development should center on the ideal that teachers are individuals who come to professional development opportunities with individual needs, goals, practices, and belief systems. However what is espoused in the literature in terms of the individualization in professional development practices is not always followed through in the implementation of professional development .

7 Lieberman (1995) addresses this point in the following manner: What everyone appears to want for students a wide array of learning opportunities that engage students in experiences, creating, and solving real problems, using their own experiences, and working with others is for some reason denied to teachers when they are learners. (p. 591) As Lieberman points out, it is commonplace within the education system to recognize the diversity of students in terms of individual learning processes, developmental levels, and previous knowledge and to address these differences through differentiated instruction. The same recognition, however, is not always provided to teachers within professional development programs regarding their diversity of Adult learning processes and developmental levels.

8 In so much of Adult learning to which the professional development of teachers fits the learners are treated like empty bottles on the assembly line, passing us by as each of us drops in a few bits of our specialty (Gates, 1982, p. 93). The problem with this approach is that all teachers, as learners in a professional development setting, are not exact replicas of each other, nor will they all be teaching the same subject to the same students. Teachers represent a diverse spectrum of Adult developmental levels (Beck & Cowan, 2006; Erikson, 1980; Kegan, 1982; Wilber, 2000; 2001) and Teacher developmental levels (Fuller, 1969; Burden, 1982; Burke et al., 1984; Christensen et al., 1983; Dubble, 1998; Katz, 1972; Watts, 1980).

9 The literature on professional development espouses the matching of professional development with the individual developmental stages of teachers (Burden, 1982; Burke et al., 1984; Christensen et al. 1983; Daley, 2003; Drago-Severson, 2004; Dubble, 1998; Eun, 2008; Grossman & Hirsch, 2009; Guskey, 1991; Helsing et al., 2008; Lawler, 2003; Lynn, 2002; McDonnell et al., 1989; Oja, 1990; Quick et al., 2009; Sheerer, 1997; Trotter, 2006; Department of Education, 2011; Watts, 1980). Professional development programs must also recognize teachers as diverse learners with individual sets of learning needs and processes (Chickering, 2006; Cranton & King, 2003; Daley, 2003; Grow, 1994; Lawler, 2003; Lieberman, 1995; Merriam et al.)

10 , 2007; Quick et al., 2009; Trotter, 2006). The following sections provide information on the theories of Teacher development , the role of systems in development , and Adult learning processes that can help school leaders to understand the need for individualized and differentiated professional development . D e v e l o p i n g D i f f e r e n c e M a k e r s Page 3 Theories of Teacher development The literature on Teacher -specific theories of development centers on the early work of Frances Fuller (1969). Fuller developed a theory based on the stages of concern in a Teacher s career, which has served as a foundation for the researchers who have followed her in this field. According to Watske (2002), Fuller theorized that teachers move through three stages of concerns: self (survival, self-adequacy, and acceptance), task (student performance and Teacher duties), and impact (social and educational impact on the system).