I think Kathryn is right on with the follow-up issue -- doesn't the research 
say that PD doesn't tend to produce much change unless there is follow-up? 
I'm trying out a hybrid model with a couple of offerings in Massachusetts 
early in the year: a 4 hour face-to-face workshop followed by 4 weeks of 
online discussion and support, with the idea that participants will develop 
or modify lesson plan(s) in light of what they learned, and a 2-hour final 
gathering to reflect on what  they did and learned.  We'll see how it 
works -- but I'm feeling less and less inclined to do just the one-shot 
face-to-face workshop if I can possibly convince the funders to let me do 
more.

Wendy Quinones
Gloucester, MA


>

> ---- tcqmom at comcast.net wrote:

>> I think follow-up--in addition to being paid and fed--makes a difference. 

>> Having teachers report or demonstrate a way they've actually utilized 

>> something they learned from professional development can help. 

>> Especially if they know they're going to be asked to do it before the PD 

>> begins.  They may even be asked to make a commitment before they leave 

>> the PD and begin their planning then.  If the PD is divided into two 

>> parts, the first for the presentation and the second a month or so later 

>> for reporting, demonstration, follow-up, sharing, the participants can be 

>> more inclined to try it out.  If the PD leaders let them drop the ball, 

>> no questions asked, it becomes too easy to do. I know this to be true 

>> from both sides.

>> Kathryn Quinn

>> Frederick, Maryland