In a recent blog entry, Stephanie Hirsh made a practical case for scheduling early release days for the purpose of engaging staff in professional learning. She focused her comments to two groups: parents and school district trustees. It seems to me there is a third vital party that would benefit from understanding the power and benefits of such early release days. These individuals are educators themselves.

There is a significant number of professional staff in our schools that have not experienced effective professional learning. This situation is the result of schools not having the resources to provide for professional development; schools following state requirements but offering hours and days of staff development that is not relevant; and oh-so-prevalent staff development provided by a flower pot presenter who stands in front of a PowerPoint, clicking, lecturing, clicking, lecturing, on and on, ad nauseum. Who would value professional learning conducted under these circumstances?

The bottom line is the need for professional development providers, whoever and wherever they are, to refer to the research base on effective staff development so that it is done well, educators learn, and, subsequently, students perform well. Thus, an additional population--staff developers--is an important part of this scenario as well.
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The greatest champions for professional learning are teachers and administrators who engage in learning experiences that increase their capacity to help students achieve. Who better to articulate the benefits of effective professional learning to parents and board members than those who have the most to gain?

Shirley Hord is NSDC's Scholar Laureate.