efore you register for another workshop, consider the following. Despite the fact that workshops are the most popular form of professional development, the one-time workshop model’s track record for changing a teacher’s practice or impacting student achievement is abysmal. Why, you may ask? Research suggests that while workshops may be beneficial when part of a more holistic approach to learning, workshops offer little in regard to retaining information. Additionally, they generally don’t encourage more in depth learning nor do they provide ample time for practicing and implementing the strategies covered.  So this year, why not try something new? Here are two examples of innovative, more effective models of professional growth opportunities:

• Peer-to-Peer: Teacher observation is one model of professional learning that "is key to supporting a new vision for professional development," explained Stephanie Hirsh, executive director of Learning Forward.  Not only is the observation of one another involved, but this model involves teacher teams that meet daily to plan joint lessons, examine student’s work, solve common problems, and provide regular feedback.
• Flipped Professional Development: This model of PD combines face-to-face learning and interaction with technology. According to Kristen Daniels (2014), “Flipped PD puts the experts where they are needed most; next to the teachers during the design process and throughout the implementation of a project, while leaving instructional "how-to" information to digital content that teachers can access outside of coaching sessions.”

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Dr. Daventia Lea

Director of Early Childhood Education

From the moment she began her first part-time job as a teacher’s assistant in a church operated daycare center, Davenia knew that she had a passion to work with young children. That job led her on a journey to study early childhood special education as an undergraduate at the University of Maryland, College Park and then to work as an early interventionist, working with children, birth-age three, who had varying disabilities for Prince Georges County Public Schools (MD). There she coordinated parent support groups, toddler groups, assessed children, made home visits and assisted to transition children into school-based programs. She "absolutely loved" empowering the families of young children and working to assist each child to meet developmentally appropriate milestones. She also loved working directly with the children and their families and as a mentor for new teachers and pre-service teachers.