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Getting Results from PD

Guskey, T. R. (1995). Results-oriented professional development: In search of an optimal mix of effective practices. North Central Regional Education Laboratory. http://hub.mspnet.org/index.cfm/9140

Guskey argues for the importance of programmatic and job-embedded professional development that enhances the capacity of organisations and individuals with a view to improve student learning. He also notes the importance of evaluating the outcomes of professional development. In addressing outcomes, he points out a number of incompatible dichotomies in the professional development research base, such as:

  • focus on individuals' day-to-day versus systemic or organisational approaches
  • bottom-up, school-based reforms versus top-down, wide-vision reforms
  • gradual, incremental approaches versus broad-scope, high-effort programs.

However, Guskey argues that what is often missing from general prescriptions is the influence of context. 'What works in one situation may not work in another … (W)e know with certainty that reforms in education today succeed to the degree that they adapt to and capitalise on this variability' (p. 3). Contextual differences help to make sense of some of the dichotomies that are found in the research literature, and show the futility of searching for 'one right answer' (p. 3) across different settings and across time in the same setting.

Instead of making precise statements about elements of professional development, Guskey offers a detailed discussion of the following procedural guidelines that appear critical to the professional development process.

  • Recognise that change is both an individual and an organisational process.
  • Think big but start small.
  • Work in teams to maintain support.
  • Include procedures for feedback on results.
  • Provide follow-up, support and pressure.
  • Integrate programs.

Guskey acknowledges that these ideas are neither new nor revolutionary and, in fact, may appear obvious, but argues that they are rarely found in their entirety in practice. 'The key to greater success in professional development rests not so much in the discovery of new knowledge, but in our capacity to use deliberately and wisely the knowledge we have' (p. 9).

He provides an extensive reference list.