Oklahoma Representative Tammy West led an interim study examining whether teacher professional development is helping educators improve classroom instruction.
Teachers and administrators told lawmakers that training should address classroom needs, include ongoing support and be measured by its results rather than hours completed.
Stephen Walden, a social studies teacher at Tahlequah High School, said effective training gives teachers practical tools they can use with their students.
“The best PD for teachers, in my opinion, is actionable. It’s relevant. It knows its audience. It isn’t one size fits all. And it allows for follow up and modification,” Walden said.
Samantha VanOsdol, an elementary math curriculum coordinator with Putnam City Schools, emphasized the importance of follow-up to help teachers apply what they learn.
Katy Green, executive director of education effectiveness and professional development for Tulsa Public Schools, said counting training hours alone does not show whether instruction improved.
Administrators from Broken Arrow Public Schools described using coaching, classroom observation and ongoing support to help teachers put training into practice. They also called for more flexibility to meet local needs while remaining accountable for results.
The study included a proposal for regional education service centers to make training resources more accessible to Oklahoma teachers.
West said the discussion would help guide further work on professional development.
“The discussion highlighted the importance of making professional development relevant and focused on helping teachers and students succeed,” West said.
