PD is usually judged by implementation or competency gains (e.g. Choi & Kang 2019). What lasts is often a mindset, shaped by unplanned and collegial learning. Design PD that gives teachers agency, then back the initiatives they start.
Questions to ask
- What exactly should stick: the programme, its practices, or a way of thinking?
- Do we count informal, collegial, self-chosen learning?
- What outlived the last “passion project”? (Her case: the RP Tokyo reflective group, 2016–19.)
- “Sustainability to me means my own growth and that of my community.”
Source
Choi & Kang (2019) “Sustainability of cooperative professional development: focused on teachers’ efficacy”, Sustainability 11(3), 585. Fanselow’s “Believe nothing I say”.
Apply in my context (Claude)
- Give the Kasbiy rivojlanish checklisti an agency criterion (the teacher chose and led something) alongside implementation criteria. Otherwise it measures compliance (cf. Beyond discipline - compliance is not commitment, applied to teachers).
Connections
Unplanned CPD counts - ask what else you did instead · Sustained CPD with communities of practice