Search form

Teacher Training:
Navigating the Information Highway

Successful professional development depends on the acquisition of information -- information that motivates, informs, challenges, or cautions. Yet, with print and online magazines, e-mail and e-newsletters, discussion boards, Web sites, and more flooding K-12 educators, how do they choose which resources to use? Teacher training expert Lorrie Jackson offers advice on how to select the professional development resources that will be most effective for you and your staff. Included: Tips for helping teachers "cull and consider" information.

Professional development resources are available in a variety of media formats, including:

It's okay to admit it; we all have preferences about how we want our information delivered. What matters, however, isn't which format each individual educator prefers, it's finding the format or formats that are most effective for all educators.


Staff Development Articles from Education World

Looking for additional staff development resources? Be sure to see Education World's

--- Staffing and Training Archive
--- Great Meetings Series
--- Administrator's Desk Channel

If you're a staff developer or administrator, it's important for you to know the best way to disseminate district- or school-generated materials to staff members. Are printed materials sitting unread in mailboxes -- or worse, in trashcans? Are Web sites that are brimming with useful printable handouts getting zero hits from teachers who are uncomfortable using online resources? Is e-mail an effective option for distributing materials to your teachers or are their e-mail boxes filled with unread messages?

The easiest way to pinpoint the most effective delivery formats for your teachers is to try a number of methods, then survey teachers to find out which worked best for them. Haunting the teachers' workroom or mailbox area to see what sits uncollected and what gets tossed away also can shed light on the kinds of materials teachers keep, read, or ignore.

One way to help staff members organize and utilize their professional development materials is to create digital and/or bound repositories for those materials. Teachers who keep printed professional development materials in a three-ring binder or know they can find useful materials and information at a specific Web site or area of the server are more likely to use those resources than they would be if they have to sort through stacks of print-outs or lists of e-mails to find them.

The National Staff Development Council has developed 12 Standards for Staff Development that will improve the learning of all students. In this series, staff development expert Lorrie Jackson discusses those standards and their practical implications for the educators in your learning community. For more information on the 12 NSDC standards for staff development, go to NSDC Standards for Staff Development.

If you're a teacher trying to create order out of the deluge of training possibilities, it's important for you to know what delivery method works best for you. Subscribing to too many educational materials, only to delete or throw them out for lack of time, makes little sense. Pick the formats that fit best with your learning and organizational style. Do you find it easier to browse listserv e-mails each morning or to participate in late afternoon online chats? Do you prefer stacking print magazines in a corner and reading them once a week at home, or would you rather read daily online newsmagazines to keep abreast of school reform initiatives, new software packages, or specific training topics The formats you choose aren't important; what matters is that you use the formats you choose.


Which sounds more important to you: calling a parent or reading a journal? Teaching involves so many "have-to's" -- from planning lessons, to managing students, to grading papers, to....It can seem almost impossible to get to the "would-be-nice-to's" -- such as reading journals, participating in listserv discussions, and networking with peers.

If all we do as educators is react to each day's events, however, without stopping to reflect upon and revise our educational practices, we simply are not doing our jobs. Scheduling time each week -- even just 30 minutes or an hour -- to read professional development materials gives teachers a chance to see how others have solved the same problems they face.

Staff developers often expect that staff members automatically utilize, understand, and apply all the professional development materials available to them. They fail to realize that scheduling time for professional development can be tough for busy teachers. Staff development personnel and administrators need to work together to create pockets of downtime for teachers; time for them to read and digest professional development resources; time for them to educate themselves so they can better educate their students.

Finally, if all else fails, if scheduling free time for reading is simply impossible despite everyone's best efforts, try toting the materials along with you and reading just one article, one column, one tip whenever you find the time -- in the doctor's office, waiting to pick up the kids after a game, while supper is simmering.Make those "spare" minutes work for you.


As educators, we expect our students to do more than just point their eyeballs at a printed page. We expect them to reflect upon and apply what they read. We should expect the same from ourselves.

We are bombarded with so much information, however, that we simply can't carefully read and reflect upon everything we're exposed to. To get the most from your professional development materials, you need to cull and consider each resource:

  • Glance at the title, first paragraph, and graphics in an article or other resource. If the topic isn't relevant to you, move on. If it might be relevant in the future, or if you think it might be relevant to a colleague, place on the page a sticky note with the topic written on it (or print out a Web site, e-newsletter, or e-mail), and move on. If it's relevant to you right now,, keep reading.
  • For material that is relevant now, decide how you might best apply what you've read. Should you print it and share it with an administrator or tape it to your wall? Should you file it in a folder you refer to frequently? Should you share the information at a faculty meeting? Decide how to best act on the information, then do so!
  • For material that might be relevant in the future, copy or print it and put it in a place you'll remember. You might stick it inside the teacher's edition of your textbook at the chapter it relates to, for example.
  • For material that might be relevant to a colleague, copy or print it immediately and pass it along.

Whether you are an administrator, a staff developer, or a teacher, it's important to provide feedback to those who create the materials you use; let them know what worked for you and what didn't work. Don't be afraid to e-mail the staff at a national newsletter, Web site, or listserv; your input will help them better serve the thousands of teachers just like yourself.

Finally, what if you can't find the resources you need? Maybe you're an administrator who wants to network with other administrators who are using a math program you're considering. Maybe you're a teacher who wants to share worksheets you've created? Maybe you're a staff developer who wants to post online tutorials for your staff? You might want to consider creating your own mail list, e-newsletters, and/or Web site. It's easier than you think, even for the beginning tech user!

Finding focus among the mountains of professional development resources isn't easy. But choosing the formats that are right for you both in terms of content and media, reserving time to read and reflect, and taking the lead in creating effective materials can help make the task easier.


Are you ready to find the resources that are right for you? The list below includes just a few of the many professional development resources available to K-12 educators and staff developers.

Professional Organizations and Special Interest Groups:

Print Magazines and Journals

Educator Web Sites


Mail Lists (listservs)

Real Time Chats/Discussions

District/School-Based Materials