Professional development in language arts: Triggering the levers for teacher learning and student achievement

Professional development in education has become a strong economy, based largely on the nature of the profession and the professionals. Another factor for its economy is change. Change occurs quickly and teachers have been continually challenged to restructure the practice of teaching and learning in dramatic, yet significant ways. As a result, they often require professional development that supports the change or innovation. Teachers seek professional development for a multitude of reasons and perceive its efficacy in numerous ways. Based on the current research, professional development must be meaningful and relevant, taking into account the key characteristics of adult learning: choice, autonomy, motivation, and learning style. This research study uses action research to survey the language arts teachers in one large school division in Virginia to identify the types of professional development that are most beneficial and valuable to teachers as they advance the work of the division's three levers for student achievement: the Framework for Quality Learning, Professional Learning Communities, and the Teacher Performance Appraisal. Separated into three distinct research sections, the survey targets teachers' perceived needs relative to how professional development can be maximized and meaningfully applied to their professional learning. Ultimately, the learning of the teacher will transfer to the students' desks as instructional leaders within the division use the research results to differentiate and respond to teachers' professional development needs and interests. The results of the study showed that teachers most value collaboration with other teachers in the division and that they would like for instructional leaders to promote and provide the collaborative structures needed for collaboration, such as time and unencumbered planning. In addition, teachers reported that they value instructional leaders and administration's presence as they work within professional learning communities; develop best instructional practices and assessments; and set professional goals that enhance the learning for teachers and students. Instructional leaders can now use the results of the study to tailor and design professional development and continue to build upon the job-embedded structures already in place.