What do you do if your teachers lack engagement despite professional development opportunities?

Direct Communication: 1. Surveys 2. Focus Groups: Indirect Observation: 1. Informal Conversations: Talk to teachers during breaks or after school to get a sense of their current interests and areas where they'd like to improve [7]. Review Meeting Minutes: Look for recurring themes or topics of discussion in past faculty meeting minutes that might indicate teacher needs. 2.Analyzing Existing Data: Student Performance Data: Identify areas where student performance is low and offer PD that addresses those specific learning gaps. 3.School Curriculum Review: Look for gaps or areas where teachers might need additional support to implement the curriculum effectively.

Identify underlying reasons: Conduct surveys, interviews, or informal discussions to understand the root causes of the lack of engagement. It could be due to various factors such as burnout, lack of interest, or dissatisfaction with the professional development offerings. Provide targeted support: Offer personalized support to address specific challenges or concerns identified by teachers. This could include additional training, coaching, or resources tailored to their needs and interests.

Apathy towards professional development can be disheartening. Here are some ideas: 1. Talk to teachers directly: Openly discuss the issue. Maybe the PD wasn't relevant, or they craved a different format. 2. Suggest alternatives: Advocate for workshops with teacher choice or peer-to-peer learning opportunities. 3. Highlight benefits: Remind colleagues how PD can improve their teaching and student success. 4. Focus on collaboration: Encourage teachers to share PD learnings and create a support system within the faculty. By working together, you can reignite excitement for professional growth.

It can be challenging when teachers lack engagement despite professional development opportunities. One approach is to have open and honest conversations with the teachers to understand their concerns and motivations. It's important to create a supportive environment where they feel comfortable sharing their feedback. Building a culture of collaboration and recognition within the school community can also motivate teachers to engage more actively in professional development. Recognizing and celebrating their achievements and efforts can go a long way in boosting morale and engagement.

You may already have some ideas based on your existing professional relationships as well as previous surveys and data gathering. Your efforts will be ongoing. But the key thing is to engage with your colleagues face-to-face, talk with them and listen to what they have to say while suggesting ideas. It may not be possible to fully engage with individuals to turn this situation around, but by keeping a channel open and maintaining the direct, individual, professional relationship, small steps towards progress can be made over time.

Due to lack of training and development programs, the teachers don’t know how to communicate with the audience. Frequent feedback system is required to provide them. This will help them to analyse their performance and improve their delivery to the students.

Understanding Goals and Standards: 1.Organizational Goals 2.Content Standards Connecting Needs and Standards: 1.Needs Assessment 2.Skills Gap Analysis Designing Targeted PD: 1.Focus on Specific Skills 2.Actionable Strategies Monitoring and Evaluation: 1.Pre and Post Assessments 2.Observe Implementation

In my experience, giving more flexibility to teachers will help them in being motivated and be aligned with professional development opportunities. Also by addressing the difficulties they are coming across, we can create a more effective environment for them.

Professional Goals can own when there is a full support from upper level They know what their manpower lacks. They search for some courses that help to empower people not only in terms of what they think but the way they react. Support growth not only based on courses to attend. Is based on moral support Facilities to use Listen and take action for further improvement The welfare of the manpower need to be clear and well-known. People sometimes take advantage on your strengths, for themselves rather than appreciating the people they have.

Understanding the loopholes and working on them as a leader is of great importance. It is easy to gain certificates but practicing those skills is often a task. A team follows a strong leader and we as leaders should model ourself in a positive manner. Observations and reflection along with constructive peer feedbacks works wonders.

Continuing support and feedback are vital for sustaining teacher engagement post-professional development. Encourage ongoing learning through follow-up sessions, mentoring, and peer collaboration. Facilitate a culture of sharing experiences and successes, fostering a supportive community. Recognizing and celebrating achievements reinforces motivation, while constructive feedback aids growth. By nurturing this continuous learning environment, educators remain inspired and empowered to enhance their practice, ultimately benefiting student outcomes.

Creating a Culture of Feedback: 1.Normalize Feedback 2.Focus on Growth Multiple Channels for Feedback: 1.Formal Observations 2.Peer Coaching 3.Self-reflection Ongoing Support Systems: 1.Mentorship Programs 2.Professional Learning Communities 3.Flexible Resources

And motivate them when time comes they will take up the time. Be patient work hard on themselves, do more research ask for advice from their peers

I agree, PD needs to be an ongoing event that stays connected to the programming already in place. It should be filled with ways to incorporate student support and ways to increase student to teacher ratio of interaction. There has to be a way to meet the teacher where the needs of their unique student population will immediately benefit.

Have you ever attended an up-skilling program and found that weeks later nothing changed? Introducing development opportunities does not always translate to them being successful. Ensure that your up-skilling programs are of high quality by assessing your team’s needs. Ask your team members what they need and what could make their work easier. Apply Norman’s (2013) humanity-centered design thinking principles by allowing the solution to come from your teammates, addressing the root issues (pain points), recognising that everything is a connected system and applying small incremental changes to improve the learning experience. The successful implementation of a learning program is dependent of quality feedback.

Break the Lecture Mold: 1.Gamification 2.Case Studies and Simulations Embrace Active Learning: 1.Role-Playing and Simulations 2.Hands-on Activities Injecting Fun and Creativity: 1.Tech Integration 2.Brainstorming and Mind Mapping 3.Humor and Games

If teachers continue to lack engagement despite professional development opportunities, it may be beneficial to assess the root causes of their disengagement. This could involve gathering feedback through surveys or open discussions to understand their perspectives and challenges. Implementing more personalized or relevant training sessions, offering mentoring or coaching, and creating a positive, collaborative school culture can also help reinvigorate their passion for teaching. Additionally, providing opportunities for teachers to take on leadership roles or participate in decision-making processes can empower them and increase their investment in their work, ultimately leading to greater engagement and improved outcomes for students.

Fun and dynamic workplace is a must. Apart from that, money-related issues can be a significant sign from which people in my country (Iran) suffer.

To re-engage teachers despite professional development opportunities, consider making the sessions interactive and enjoyable. Utilize technology platforms, educational apps, and interactive tools to facilitate engaging activities and discussions. Encourage role-playing scenarios related to teaching strategies & classroom management. Foster peer collaboration through small group discussions or collaborative projects where teachers can share experiences & best practices. Offer workshops where teachers can create teaching materials collaboratively, incorporating elements of gamification such as challenges or competitions to motivate participation. Arrange field trips or invite guest speakers to share insights related to teaching and learning.

Many CPD programs adopt a top-down approach. Decisions about content and delivery are made by management. In my experience working with ESL teachers, the first step in designing CPD activities is doing a needs analysis. Finding out what teachers need to make their work easier is probably the first area to explore. Teachers often struggle because they perform daily tasks, generally related to adminstrative aspects, inefficiently. By helping them work more efficiently, they are likely to feel more engaged and motivated to teach more effectively, which is when they are more receptive to expanding their teaching repertoire.

I love this area of thinking. We can inspire educators to feel empowered and creative in being a part of the work and community. The first thing I do at my conference, Main Street PD, is have educators consider their risk scale. Once one can determine how comfortable they are with risk, the easier it is to lay out the foundation for taking risks and discover ways to teach and learn with students and staff. The culture becomes a place that is not stagnant but continuously improving and learning.

Allow teachers to brainstorm and share best practices frequently. Don't underestimate their assessment of learners. They do understand learner needs and modifications required in lesson planning and in delivery after 1 academic session.

Respect and empowerment means trusting that your teachers can also be the experts in these adult learning spaces. Allow them opportunities to teach what they know and build upon the connections they have already formed with each other.

Have a heart to heart conversation with the teacher to: -Do a wellness check to ensure the teacher is okay; needs some time off. -Get to the core of what has caused the disengagement. -Find out what they need to re-engage.

Engagement is not about PD. It’s about how people feel. Do they feel connected. Do they feel appreciated? Do they feel important? Do they feel impactful? Do they feel proud? Do they feel accomplished? Do they feel respected? Leaders can dictate how their people feel. And if they make them feel good, they’ll be engaged. If they make them feel great, they’ll be engaged and committed. If they make them feel too if the world, they’ll be engaged, committed, and loyal. You want engaged teachers? You need school leaders that make them feel good. You want them to be engaged and stay longer than five years? Make them feel great. You want them to be engaged, stay, and not fight the administration? Make them feel top of the world!

The issue is probably in the quality of the PD and in how it was pitched to staff. PD that is forced by the state and/or district will not be received well. Consulting groups have some fantastic trainers available, but the very best are ineffective when placed with adult learners who feel like they are being forced to participate. This past year I had the opportunity to make make PBL training available to everyone, but required everyone who wanted to attend to “apply”. 10/50 teachers submitted an application and were chosen to engage in multiple, intense, multi-day trainings throughout the school year. Buy-in has been incredible from staff and students. These 10 teachers have significantly moved the engagement needle in their classrooms.