Educators must draw clear lines between training and professional development
January 18 2010 by 
Hayes Mizell
In education-speak, there seems to be an assumption that "training" is synonymous with "professional development." It isn't.?
Yes, both training and professional development require study, learning, and practice. Both should increase a participant's knowledge and skills. But training is a process of instruction (usually direct instruction) to achieve a narrow, predictable result. Most training is limited in time and scope. It requires learning a sequence of skills, which, if properly executed, enable the learner to competently perform a particular action. Many different types of employers provide training so their employees will perform at levels necessary to sustain a business or organization.
However, professional development targets doctors, lawyers, accountants, and educators, among others. It seeks to improve their performance by engaging them in organized inquiry, analysis, discussion, and problem solving. Because the work of professionals requires judgment and adaptive responses to different circumstances, training alone cannot prepare them to address the complex challenges they encounter each day. In public education, there are myriad, unpredictable variables that make the work of teachers and administrators extremely difficult. Contrary to what many people believe, there are not by-the-numbers solutions to all problems of student learning. Clinging to the belief that there are such solutions, and that they can be easily taught through training, is responsible for a lot of stagnant pedagogy.
Training can serve a useful purpose, but it does not produce the insight and behavioral change educators can gain through effective professional development. This distinction is at the core of current struggles to reform professional development so it has greater impact. So long as practitioners assume training, information dissemination, and re-licensure requirements are the same as professional development, they will continue to engage in activities that have only a limited effect on the performance of either educators or their students.
Hayes Mizell is NSDC's distinguished senior fellow.
Posted in Hayes Mizell | 
Jan 19, 2010 at 8:22 AM
This is an excellent analysis of the distinction between training and PD. I used to wonder why teachers bridled when I talked about "teacher training" -- I learned the hard way! I'm going to incorporate this lesson into my presentations to school staff.
Jan 20, 2010 at 3:00 AM
an excellent distinction, something we have doubt all these days. would like to see more articles of this nature. thanks for the writer.
Jan 25, 2010 at 11:55 PM
I am interested in helping teenaged mothers and teaching them a skill and I would know the proper channels I must take.
Jan 28, 2010 at 7:46 AM
Your definition of professional development was very concise. I always thought that training and development were one in the same. Mr. Mizell, do you have guidelines to distinguish between training and professional development opportunities. In particular, do you have any specific activities that you do on a consistent basis during workshops?
Jan 31, 2010 at 12:24 PM
Doctors, lawyers, and accountants, are very different from educators. The distinction being, educators receive no merit for their efforts to increase their performance through professional development and/or training.
Doctors, lawyers, and accountants are paid based on performance and merit. The best make lots of money, the worst find new careers. Educators must rely on seniority, with no penalties for stagnation (at least none yet) Another reality is, the expense of further education may have a poor ROI.
Feb 1, 2010 at 4:22 AM
John,
I agree with your statement regarding the lack of incentive to pursue professional development. Educators receive very little for the amount of time and effort that they put in. Many times a teahcer will refuse to put in any extra effort to further their education due to the lack of return value. Some days I wonder if I teaching was in my best interest when it comes to professional advancement.