In a previous post on this blog I discussed how professional development (PD) is a key to enabling teachers and schools/kura to cope with the constant of change in our education system. While I stand by what I wrote in terms of the dimensions of an effective PD progamme, I’d suggest that, while PD may build the capacity to cope with change, we need to set our sights a little higher than simply being responsive to external change pressures — to being the architects of change in our schools and system.
If, through our programmes of professional development, we are seeking to achieve more than growth and development in individual teachers, and lift our horizon to thinking of organisational change, we need to consider the relationship between professional development and change management.
The key link here is in the thinking about how to make professional learning engaging, and what motivates teachers to pursue their ‘cycles of inquiry’ etc., to improve their practice. The same (or, at least, similar) thinking needs to be applied to how we then engage these same people in pursuing the change management goals of the school as an organisation.