EDU 660: Adult Learning Theories Reflection

          Professional Development is important to all teachers. It gives them updated, "research-based" training that well help craft their teaching skills. For training in teacher leadership, my district has tried its hardest to give opportunities for teachers. As Zimpher & Howey (1992) (As stated in Blair, 2016) note the standard prerequisites for leadership roles to focus within professional development has to include key areas. That can be knowledge of classroom processes and effectiveness; knowledge of adult development; knowledge of instructional supervision, observation, local district needs; and inquiry (p. 225). Within these key areas there are theories that is best practiced within my district. Conlan, Grabowski, & Smith (2003) (as noted in Zepeda, 2012) notes that "adult learning theory integrates action learning, experiential learning, self-directed, and project-based learning. In comparison to student learning, adults learn quite differently.

          From my district there is a variety of classes that are geared toward teacher leaders and other educators. For teacher leaders, they are encouraged to lead classes over the summer to teach colleagues. They are allowed to teach the classes as they see fit. As a learner I have seen teacher leaders create lessons that are engaging, project-based, interactive, and useful in the classroom. THey sometimes allows for teachers to be more hands-on. Research on adult learning theories by Glikman, Gordan & Ross-Gordon (2009) (as noted in Zepeda, 2016) found, "professional development should provide for different learning styles, includes hands-on activities, and allow for individual teacher goals and self-directed activities" (p. 53). I have also seen the opposite of proper adult learning. Classes that are more like lectures where we learn about topics that don't pertain to our professional work. What I have seen in all the classes was the lack of a follow up. Zepeda (2016) found, "moreover, professional development that honors the adult learner has followup to ensure transfer of new knowledge into the land of practice" (p. 49). Overall, the reading hasn't changed much of my opinion on the classes I have taken as a teacher. As a leader I have a better sense on what I can do if I create effective classes for adult learners.