Professional Growth in Changing Times:
Challenges and Choices

           The decade of the nineties has been a decade of change for education in Alberta. Among the sweeping changes in education have been fundamental changes to practices called, among other things, professional development, staff development and professional growth. This article outlines the views of approximately one hundred stakeholders in their discussions regarding the changes and the futures of these programs. The stakeholders revealed a paradigm shift from passive training models of inservice education to complex practices of professional growth which include school reorganisation, teacher supervision, cooperative planning, goal setting, mission statements, and many other aspects of schooling. The article also reveals a number of trends currently associated with professional growth, outlines some barriers of implementing programs, and makes some suggestions for school leaders and other stakeholders regarding the implementation of staff development plans.

           A key word in education in Alberta for the last few years has been change. Site based decision making, school councils, changes in funding and governance have been only some of the major fundamental changes which have revolutionized education in Alberta. In addition, issues such as the tremendous growth in technology and recent research on student learning ensure that the future of education will also undoubtedly see a great deal of change. Because of all the changes, it has become increasingly apparent that successful teachers will also need to be successful learners in the future. Authors such as Peter Senge (1990) have predicted that developing a "learning organization" will be vital to not only the success, but to the survival of organizations in the next millennium. Thus, a high quality professional growth program for educators is undoubtedly a key to maintaining a superior quality of education for Alberta students in the years to come.

           Formerly in Alberta, teachers typically assumed very passive roles in professional development programs. These programs were based on a "training" model where teachers identified their own need or interests. As a result teachers attended workshops, seminars or presentations about selected topics in order to get some "advice" on how to teach more effectively. Unfortunately, many researchers found that this "smorgasbord" approach to professional development was generally unsuccessful. Sergiovanni (1995) indicated that "most observers believe that it (the training model) should no longer be the primary model of teacher development. Implementing lists of do's and don'ts, standard skill repertoires, and other skills is not the way to help teachers teach for understanding, to develop student thinking, or to promote general knowledge. Instead, teachers need to learn to think on their feet, inventing practice as they go" (p.210). Other authors such as Zimpher and Howey (1987) and O'Reilly (1995) made connections between professional growth and supervision indicating that effective supervision enhances professional growth.

           However, a compatible model of supervision is just one element of the new reality of professional growth. Glickman (1992) talked of teachers "enhancing education through shared leadership and collegiality; through their own plans for staff development and curriculum development; and through their own goal setting, actions, and research." In short, professional growth in the 1990's has been transformed from a simple "training" model to a complex issue encompassing goal setting, action research, supervision, school improvement, curriculum development and many other aspects of education in order to facilitate student learning. As a result, professional growth models will vary from school to school and district to district because, as Little (1993) noted, "professional development takes explicit account of the context of teaching and the experience of teachers" (p. 138).

           Indeed in it's discussion paper "Quality teaching: Quality Education for Alberta students," Alberta Education (1995) attempted to be consistent with this new paradigm of complex professional growth, especially the integration of supervision practices, by stating that school based evaluation policies will "require that each teacher submit, annually, an individualized professional development plan...[the] plan will indicate what professional development activities the teacher will undertake over the year, and demonstrate how these activities are linked with helping students achieve school, jurisdictional and provincial goals" (p.12).

           Thus, the challenge for educators in Alberta is to develop flexible, comprehensive and effective professional growth programs that empower both individual teachers and staffs in order to ensure quality education for the students in their schools.

           On March 27, 1996, The Centre for Leadership and Learning at the University of Calgary sponsored a seminar entitled "Professional Growth in Changing Times: Challenges and Choices." The approximately one hundred people who attended the seminar represented the views of many stakeholder groups. Of the total number of participants, fifteen were parents, twenty-eight were teachers, thirty-seven were administrators (includes central office and school based), fourteen were elected trustees, and the remainder were primarily from the university environment, either graduate students or professors. Primarily, the group was composed of individuals living and working in or near the city of Calgary; however, there was a mixture of public, private, and separate school personnel within a context of both urban and rural school district backgrounds. In short, there was representation from virtually all areas of the educational spectrum.

           The session began with a panel presentation featuring points of view regarding professional growth from three different perspectives: a parent, a high school teacher, and a "student services" professional from a high school background. The parent began the presentations outlining the isolation that parents feel in terms of professional development. She stressed that parents lack information about important school matters such as curriculum and curriculum development which leaves parents with a feeling of powerlessness. Her belief was that professional growth for parents must be complementary to the professional growth for other stakeholders in education and that communication at every level is important to foster the professional growth of parents in the educational system.

           Following the parent speaker, the student services professional spoke about the restructuring that was taking place at her school in response to many educational demands, one of which was to foster professional growth. Two specific initiatives at the school related directly to professional growth in this environment. One was the "leadership clusters" which divided the staff into different groups. These groups included both a parent and a student representative. The clusters met bimonthly to share information across departments and allow for increased understanding within the school community. The second initiative was a partnership in professional development that the school established with a major oil company which was committed to establishing "focused, long term professional development in the school." The speaker also indicated that there were barriers to the success of the initiatives, primarily the unwillingness of some staff to accept change and the "frame of reference" problems with the oil company as the partners sometimes struggled to understand the other's environment.

           The third speaker, a teacher at a suburban high school, related how her staff used professional growth to focus on how to empower students in their school. As time was a problem, the staff embarked upon a one-day retreat to share ideas and create time for talk and reflection. From the retreat, ideas such as portfolio assessment, student-led conferences and a student "writing centre" were implemented. She cautioned, however, that not all of the ideas were successful, especially the student writing centre. However, the sharing and reflection were valuable professional growth activities as was the opportunity to take time to plan ideas into action.

           After the panel presentation, the seminar participants were directed to discuss the following questions:

• How is professional growth managed within your school and by your school board?

• In the current educational climate, how is the process of moving from isolation to collaboration being addressed?

           After the table discussions and dinner were concluded, the guest speaker, an associate superintendent for a rural school district, spoke about the changes in professional growth in his school district. He termed the new direction "Growth-Oriented Supervision." The plan involved a change of direction from "traditional" evaluation models where school district administrators essentially judged the worth of the lessons they observed and prepared a written report regarding the competence of the teacher. He cited the work of Glickman in justifying the rationale of the district's new direction in explaining that teacher supervision needs to have a growth-oriented focus. He noted that effective teaching is not a set of generic practices, outstanding teachers do not teach due to external pressures, and that traditional evaluation practices do not lead to school improvement. He then outlined the process he termed "growth-oriented supervision" as it related to his district. He disclosed that it is primarily based on the Glatthorn model of differentiated supervision. Some of the features outlined were that the administrators and teachers work as allies reading and discussing professional literature, initiating individual projects, arranging peer visits and developing teacher professional portfolios. The teachers had their choice of the type of supervision they desire, and that administration acts as a "sounding board" to ensure that teacher growth is achieved.

           Immediately following the guest speakers, more table discussions took place focusing on the following questions:

• Is there sufficient time for teachers to collaborate with colleagues, and parents, and to reflect on their own practice? How could time best be structured to accommodate these growth areas?

• What are some of the growth challenges faced by educators and parents in your school(s)?

           To end the seminar, each of the twelve tables was asked to select a person to report to the large group regarding the discussions that took place at each table.

           The four questions that were posed to the groups mainly served as a guide to promote discussion. Much of the discussion, and certainly some of the themes that are presented in this paper, occurred outside the parameters of the questions. The comments that are presented in this paper include the common themes found within the table discussions. They do not represent the order in which the comments were made.

           Conference participants indicated that professional growth was once clearly understood. Professional growth meant attendance at conventions, conferences, seminars, or locally sponsored professional development days where "experts" were brought in to instruct teachers on the latest educational trends. Teachers were to listen and learn, and students often dreaded the next Monday as teachers unleashed their newly discovered techniques in the classroom. Historically, teachers typically taught in isolation and were judged by their superiors every few years as to their competence. The seminar discussions revealed that professional growth is now viewed very differently by the educational stakeholders. Professional growth is no longer viewed as an individual professional choice as to what conference or workshop teachers attend; it is now a deeply embedded philosophy driven by provincial, district and school goals which encompasses the evaluation policies of the district and focuses not solely on individual teacher growth, but also on organizational growth in order to enhance student learning. With major changes in educational structures and increasing advancement of educational technology, professional growth is no longer viewed as a frill, but as a necessity in helping staffs cope with the ever increasing demands in education. Overall, participants reflected the hypothesis of Sparks (1994) who believed that staff development programs were undergoing a paradigm shift.

           Participants in the seminar identified a number of innovations and trends that are becoming widespread in schools. Certainly one of the most fundamental changes is the establishment of personal growth plans for staff members. These professional growth plans are to be in line with provincial, district and school goals and include such characteristics as goal setting, self assessments, and personal improvement plans. Some schools and districts hav e formalized the process into the construction of professional portfolios which would include not only the elements of the personal growth plan, but a personal philosophy, diary, samples of student work, artifacts of professional recognition, a resume, pr ofessional articles, or other items that the teacher feels is appropriate to demonstrate professional growth.

           In addition, growth plans and portfolios are comprising a major part of district evaluation procedures. In order to enhance professional growth, traditional models of supervision are only being used for individuals on term contracts or on programs of enhancement where there are obvious signs of instructional weakness. In place of traditional supervision models, districts are moving toward "programs of enhancement" or "growth-oriented supervision " where teachers, in consultation with administration, choose approaches to professional growth such as self-directed professional growth (teacher plans his or her own professional growth and conscientiously carries out the plan over the course of the ye ar), peer or cognitive coaching (working with other teachers in observing classes, conferring about the observations, and planning for professional improvement), or administrative monitoring (an informal process where the teacher works with the administra tor on individual projects or on a format like peer coaching). One participant summed up the nature of the change in teacher evaluation in the following manner: "it's truly a growth plan; it's not the old dog and pony show.

           The development of professional development committees and professional development plans as part of a school's annual enhancement plan are ensuring organizational growth in harmony with school mission statements and goals. This systematic, cohesive approach to professional development is replacing the traditionally fragmented, individual approaches which historically have had very little positive impact on the school as a whole. Staffs now shar e in professional development concerns that may be unique to their schools, and they can implement programs in a cooperative approach to best serve the students at their school.

           At the school administrative level, more schools are providing opportunities for teachers to share and reflect on their practice. Many administrators are making conscious, structural changes in timetables to allow for common preparation time for teachers to share and reflect on their practice. Leadership groups and various "pods" are being designed within staffs to initiate greater articulation between curriculum areas and among teachers. Covera ge is being provided so that teachers can watch other teachers teach. Also, some schools are experimenting with staff retreats to encourage reflection and sharing. A more controversial trend is the increase in meetings. Some participants appreciate the po sitive effects of sharing and articulation in meeting with their fellow teachers while others resent the additional demands that meetings place on their time. Discussion groups, overall, reported that there is a noticeable trend of administrators implemen ting structural changes at the school level to eliminate the isolation which has long inhibited the professional growth of teachers.

           Another trend that was reported was the inclusion of stakeholders from outside the school staff. Partnerships have been formed with business to help staffs in professional development in areas w here business is traditionally strong such as "team building." Parents are now being included at some schools in staff professional development programs and they have been especially effective in providing input in terms of school goals and missions. With the increasing role of parents in school councils, participants felt that it is likely a trend which will continue. Student input is also solicited at many schools to help shape decisions regarding staff development.

           Although many participants endorsed the paradigm change regarding professional development, many people reported problems with trying to institute new policies and procedures in professional dev elopment. One of the notable barriers was the difference in the frame of reference from one group of stakeholders to the next regarding the changes. Principals and central office staff seemed comfortable and knowledgeable with the new paradigm and the cur rent literature. They could clearly articulate the "big picture" in terms of government direction, district policies, school goals, three-year plans and changes in supervision formats, and these administrators discussed the integration of these issues con sistently. Other stakeholders displayed different frames of reference. Teachers, for example, often did not see the interrelation of these issues as clearly. Instead, they saw changes in professional development as being distinct from changes in school re organization or changes in supervision and evaluation. During one discussion, one teacher pointedly asked, "What do we mean by P.D.? Are we talking about prep time or speakers?" Another teacher related that shared vision and goals as a starting point for school improvement may be "wishful thinking" because people already have their own belief and may be unwilling to change. Parents, on the other hand, supported the point of view of the panel speaker in relating that they feel somewhat isolated from the pr ocess. One participant pointed out that there is a "dilemma between what educators need and what the community wants. The community wants more school days and the educators need more professional development days." Undoubtedly, it is going to take a great deal of time to get all of the stakeholders on the same page.

           Unfortunately, all stakeholder groups indicated that a lack of time may be the greatest barrier to the development of professional growth. Accessing professional literature, collaborating with c olleagues, serving on committees, observing other teachers, involving all the stakeholders, and participating in reflective practice are just some o the demands on the new paradigm of professional growth. Although many of the participants could understand the benefits of these activities, they often expressed a sense of being overwhelmed by these new demands in addition to their previous responsibilities.

           Some participants reported that the change process itself is often a barrier to professional growth. Because professional growth plans are integrated into many other aspects of the schools, many teachers react negatively as programs such as their teaching assignments change. Others are reluctant due to the effects that activities such as the increase of school related meetings have had on their own schedules which undoubtedly affects the impleme ntation of professional growth programs in a negative way. Discussion groups also reported that skepticism or the "been there; done that" attitude on behalf of experienced staff toward change also ultimately undermines the development of professional grow th of staffs.

           Most of the participants agreed that parents will have different roles than they previously had in the professional growth programs of schools, although participants were not always in agreement as to what those parent roles would be. Many participants saw parents having vital roles in working collaboratively to develop school missions and goals in order to enhance school improvement. One principal felt uncomfortable with parents having too big of a role in staff development as a parental presence might impede "the opportunity for honest debate." One trustee cautioned "to be careful in what we assume are the P.D. needs of parents. They might not want to be told how to improve their role." One pa rticipant added that it will be difficult to make generalizations on what should be the roles of parents in professional growth. "Parents aren't here and parents aren't there; they're on both sides."

           Technology was often seen as a "double edged sword" in developing professional growth. On one hand, technology such as e-mail, Internet, and fax machines have given students, parents and other s takeholders more access to information and, potentially, more meaningful input into decisions. On the other hand, technology has increased the need for training programs and has, in some cases, increased rather than decreased time pressures for teachers a s they struggle to adapt to the pace of technological growth in the educational environment. One participant lamented, "Nobody has time to teach me. I still can't access the computer properly."

• Sergiovanni (1995) simply states, "The quality of relationships determine the quality of the school" (p. 69). Many participants mentioned trust as a major issue, specifically lack of trust as a barrier to building a learning organization. New initiatives in professional growth in schools are doomed to failure if poor relationships and lack of trust exists. Therefore, it is vital for principals and other school leaders to build relationships with their staffs to facilitate th e development of professional growth programs and school improvement.

• It is common for many school leaders to look at what is mandated or "in style" in education and immediately attempt to implement the program. Many academics (Fullan, 1982; Hord, 1987; Webber, 1995) who write about educational change will tell you that it's not that simple. Educational change is a difficult process. Leaders cannot simply adopt solutions and programs and mechanically adapt them. One must become aware of the diversity of con texts and situations, the differences in stakeholder, and the complexity of goals and objectives (Sergiovanni, 1995, p. 35). Careful reflection by all of the stakeholders is an important early step in successful program implemen tation. School leaders in their haste to implement policies must guard against the tendency to implement action before careful reflection.

• Changes in professional growth in Alberta are not yet mandated; however, the discussion paper, "Quality teaching; Quality education for Alberta students" gives a fairly clear indication of the future for the direction of teacher supervision and profes sional growth in Alberta schools. This is an important time for stakeholders to research the options available as the discussion paper in some form will likely become policy shortly. School leaders need to promote the reading of professional literature. I nformed staffs are empowered to engage in far more meaningful dialogue regarding the direction of their professional growth plans than uninformed staffs. As a consequence, informed staffs will have greater commitment and confidence to carry out the goals of their professional growth programs.

• Because successful change in education takes a great deal of time, energy and support, stakeholders need to be aware of the "big picture" during the implementation of new professional growth plans in schools. Program innovation is not simply an additi on; it changes the structure of the programs in existence and demands the sacrifice, the time, and energy that they previously received in order to implement the new program. A delicate balance of priorities may need to be established so that time allotte d to quality programs for students is not sacrificed.

• Participants in the discussion groups strongly indicated that flexibility, choice and trust are major issues in the establishment of professional growth programs. Because of the uniqueness of each school, provincial and district policies for professio nal growth must be flexible to allow for differences among schools. Within the school settings, individual teachers have different training, levels of experience, and needs. Choice, especially in supervision models, is necessary to appropriately promote g rowth. Also, a high level of trust needs to be present to ensure program success.

• Educational leaders need to continue to be aware of the role of other stakeholders, especially parents, in the development of professional growth programs. Parents' needs and demands from school to school will undoubtedly be as unique as the school s ettings themselves; therefore, it will be important for schools to respond to the needs of their parents rather than make the mistake of dictating to parents what schools think are parents' needs. Student input should also be solicited as students offer a unique perspective, and, in some cases, students may be best positioned to evaluate the effectiveness of programs.

           The participants at the seminar expressed little doubt that professional growth in education in Alberta is in the midst of a dramatic paradigm shift. Some skeptics feel that the paradigm shift m ay be little more than a "fad" and that if they resist change long enough, they can catch the pendulum of change on its way back. However, recent literature and a discussion paper issued by Alberta Education indicate that a change in paradigms in professi onal growth is both inevitable and permanent as professional growth policies and practices will be deeply embedded in other structures such as evaluation and supervision of teachers. Indications are that the paradigm shift has already begun in many areas, and that the process of change is further advanced in some areas than it is in others. In Alberta today, change is a reality in almost every aspect of education; this seminar, "Professional Growth in Changing Times: Challenges and Choices", revealed tha t professional growth is no exception.

Alberta Education. (1994). Quality teaching: quality education for Alberta students: a discussion paper for consultations on enhancing the quality of teaching. (ISBN 0-7732-1822)

Fullan, M. (1982). The meaning of educational change. Toronto: OISE press.

Glickman, C. (1992). ASCD yearbook, supervision in transition. Alexandria, VA: Association for Supervision and Curriculum Development.

Hord, S. (1987). Evaluating educational innovation. New York: Croon Helm.

Little, J.W. (1993). Teachrs' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15 (2), 129-151.

O'Reilly, R. (1995). Personell evaluation in the site-based managed school. Challenge in Educational Administration, 32 (2), 6-11.

Senge, P. (1990). The Fifth Discipline: the art and practice of the learning organization. New York: Doubleday.

Sergiovanni, Thomas J. The principalship: a reflective practice perspective. (third ed.). Boston: Allyn and Bacon.

Sparks, D. (1994). A paradigm shift in staff development. Journal of Staff Development, 15 (4), 26-29.

Webber, C. (1995). The early effects of mandated change in Alberta. The Canadian Administrator, 34 (6), 1-11.

Zimpher, N., and Howey, K. (1987). Adapting supervisory practice to different orientations of teaching competence. Journal of Curriculum and Supervision, 2 (1), 101-127.

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