The models of professional development are multimodal models that can dictate adult learn. Examples of models include web-based learning, face-to-face instructions, coaching and mentoring, site-based learning, community learning (Fogarty & Pete, 2017). This paper focuses on the five models of professional development by analyzing characteristics like effectiveness, advantages and disadvantages, and examples. A further analysis was conducted on the importance of engaging and ongoing learning opportunities and why coaching and mentoring is the most effective for the workplace.
| Model | Key characteristics | Effectiveness in professional development | Advantages | Disadvantages | Examples |
| Web-based learning | The training helps teachers integrate technology through online professional courses. | It facilitates professional development as teachers learn how to teach online through virtual schools. |
Flexible for the learners as one can connect anywhere at any time. Suitable for a large audience. |
It is only applicable to those with access to high-speed internet and who are tech-savvy. | An internet-based school where teachers can be trained on various current topics like diversity. |
| Face-to-face instructions | It involves one-on-one training of participants and requires their physical presence. | Effective in instances where there is a new and difficult topic. It facilitates collaboration, and learners can make the classroom more engaging. |
It facilitates an efficient transfer of knowledge from the instructor to the learner. The learner can interact more with the instructor and ask questions. |
It requires the physical presence of an individual and could be time-consuming and costly. | Teachers are taken out of the classroom during a school year to attend a four-week training session. |
| Coaching & Mentoring | It involves providing guidance to a learner and sharing knowledge and experience to help them grow. |
Effective in facilitating a more efficient transfer of knowledge from the instructor to the learner. Practical experiences can be transferred to further enhance learning. |
Fosters better relationships between the instructor and learner. | It can be time-consuming and inflexible for the learner who would have to spend time with the instructor. | A technology coaching and mentorship network can be established where 20 individuals mentor 300 other learners. |
| Site-based learning | The model is mostly based on a specific location or site by using the established parameters in an institution like that of a district or state (Fogarty & Pete, 2017). | It is effective in ensuring that district or state goals are achieved throughout the learning program. | It is a systematic approach that is easy to use and follow due to the pre-established goals. | Some district and state goals can be difficult to meet due to limited resources and unrealistic goals. | A training program can be initiated on a state or district level to ensure consistent teaching practices. |
| Community-based learning | The learning strategy integrates community engagement with instruction and reflection to enrich the learning experience, | It involves collaborative teams that can facilitate sharing of knowledge to make the learning process more effective. | Teams can be self-directed and resourceful in addressing real and urgent concerns throughout professional development (Fogarty & Pete, 2017). | It requires collaboration from different stakeholders to be successful. | A team of learners can be chosen to collaborate on a given program and earn credit afterward for their effort. |
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Importance of Engaging in Ongoing Learning Opportunities
Professional development is an ongoing and continuous process that can evolve over time. Improving one’s skills and knowledge is highly dependent on engaging in continuous development programs. For instance, teachers that have earned basic academic qualifications may be working in the teaching industry. A focus on learning would ensure that one improves their professional reputation for any future positions. The learning opportunity can improve performance at work as one acquires new skills. Professional development can also improve personal skills, confidence, and intellect (Williams, 2020). One can also specialize in a given topic by conducting thorough research and analysis.
The Most Effective Professional Development Model
The most effective professional development model is coaching and mentoring. The approach is effective as it focuses on an ongoing approach to learning. Other types of learning opportunities are based on one-time changes or events. Coaching is a development activity that can facilitate the continuous acquisition or transfer of knowledge in one’s profession. The model is also beneficial in providing a personalized approach to learning. Many professional development activities are usually meant for the larger public without considering individual differences. Working with a coach or mentor means that they can focus on specific areas that will facilitate the greatest benefit and leveraged throughout the development timeframe (Desimone & Pak, 2017). The development of a personalized training program can also identify the weaknesses of an individual and possible strategies to solve the weaknesses.
Coaching and mentoring can also facilitate targeted learning and places the learner at the central focus of the learning process. One can skip specific sections in the learning process where the learner is competent or has adequate experience. The training approach can also improve an individual’s motivation and confidence. One of the roles of a mentor is to constantly support the learner by encouraging them to act. The coach or mentor can show great belief in the learner, making it easier for them to realize professional development. The learning process is not blindly, but the learner remains accountable to the coach and mentor to show professional development. The process can also foster better relationships between the coach and learner, and it can improve the perceptions of the given parties at the workplace. The learner undertaking the coaching will feel valued and respected and is more likely to actively engage in the training.
References
Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory into Practice , 56 (1), 3-12.
Fogarty, R. J., & Pete, B. (Eds.). (2017). From staff room to classroom: A guide for planning and coaching professional development . Corwin Press.
Williams, R. T. (2020). A Systematic Review of the Continuous Professional Development for Technology Enhanced Learning Literature. Engineering International , 8 (2), 61-72.
