School-Based Professional Development – UFT

Report on Professional Development Frameworks for Advancing Sustainable Development Goals

Introduction: Aligning Professional Learning with Global Educational Mandates

This report outlines a framework for school-based professional development (PD) designed to enhance instructional quality and advance key United Nations Sustainable Development Goals (SDGs). The effective implementation of professional learning is critical to achieving SDG 4: Quality Education, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. By focusing on collaborative, relevant, and needs-based training, this framework also directly supports SDG 10: Reduced Inequalities by equipping educators to address diverse student needs and close achievement gaps. The core principles of this approach are:

• PD must be collaboratively developed, not imposed upon school communities.
• PD must address the specific, identified needs of each school.
• PD must be deeply relevant to the daily work and interests of educational staff.

Governance and Collaborative Structures: Fostering SDG 17

A foundational component of this framework is the establishment of collaborative bodies, a practice that embodies the principles of SDG 17: Partnerships for the Goals. Contractual obligations mandate the formation of a Staff Development Committee at each school.

• Mandate: The committee is required to collaboratively review, consider, and develop all school-specific professional development initiatives.
• Expanded Scope: The 2023 contract expanded the committee’s purview to include all school-specific professional learning, not just contractually allotted time.
• Timeline: School-level, district, and functional chapter-based committees must be formed annually by November 1.

This collaborative process, involving both administrators and classroom educators, is critical for building consensus and ensuring the successful implementation of PD programs that genuinely contribute to quality education.

Strategic Program Design for Educational Excellence

To ensure professional learning is effective and goal-oriented, a systematic design process is employed. This process begins with the end goal in mind: improved student achievement, the central target of SDG 4. The UFT Teacher Center provides materials to guide committees through a strategic process for envisioning and structuring a year-long professional development program.

A Five-Part Process for Building a Year-Long Program

1. Initiate a collaborative conversation to find purpose and build consensus.
2. Analyze school data to identify student and teacher learning needs.
3. Establish clear goals for the professional learning program based on the needs analysis.
4. Select appropriate structures and methodologies for the PD, such as book studies or lesson studies.
5. Develop a plan for implementation, monitoring, and evaluation to ensure continuous improvement.

Methodologies for Continuous Professional Learning

The framework supports several models of professional learning that empower educators and directly address educational challenges.

Professional Book Study

A professional book study is a powerful, teacher-driven learning model that supports continuous professional growth. This methodology contributes to SDG 4 by deepening educator expertise on topics relevant to their specific school context, as identified through data analysis. Key features include:

• Multiple sessions conducted over time to allow for deep engagement.
• Continuous discussion around a topic of shared interest and need.
• Defined structures, norms, and participant roles to maximize effectiveness.

Lesson Study: A Tool for Reducing Inequalities (SDG 10)

Lesson study is a standards-based, collaborative process explicitly designed to improve instruction by addressing student learning challenges. This model is a direct mechanism for advancing SDG 10 (Reduced Inequalities) within the educational system.

• Primary Goal: To identify academic achievement gaps and specific student challenges.
• Process: Teachers collaboratively plan, teach, observe, and refine lessons to better meet the needs of all learners.
• Impact: By improving instructional strategies for targeted concerns, lesson study enhances educational equity and contributes to the overall quality of education as mandated by SDG 4.

Analysis of the Article in Relation to Sustainable Development Goals

Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  This is the most prominent SDG in the article. The entire text is dedicated to improving the quality of teaching through structured and relevant professional development (PD). It emphasizes that effective PD, designed collaboratively by educators, leads to better instruction and ultimately enhances “student achievement.” The article discusses specific methodologies like “Lesson Study” which aims to “improve instruction” and “identify academic achievement gaps,” directly contributing to the core mission of SDG 4.

• SDG 8: Decent Work and Economic Growth

  The article is rooted in a labor context, as highlighted by the opening sentence: “Our contract sets aside time in the workday for engaging in professional development.” This contractual provision represents a negotiated labor right that contributes to a better and more supportive working environment for teachers. By formalizing the right to professional development, it promotes decent work conditions for educators, which is a key aspect of SDG 8.

What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training.

   The article directly addresses the essence of this target by focusing on enhancing the skills and qualifications of the existing teacher workforce. It outlines a framework for “quality professional development” that is “deeply relevant to the work teachers do every day.” The creation of Staff Development Committees and the implementation of programs like “Lesson Study” and “Professional Book Study” are all mechanisms designed to continuously improve teacher qualifications and effectiveness, thereby increasing the supply of high-quality educators within the school system.

2. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

   The article connects teacher development to student outcomes. The text states that the goal of the PD program is “student achievement.” Furthermore, the “Lesson Study” process is explicitly designed to “identify academic achievement gaps and students’ challenges,” which is a direct effort to ensure more equitable and effective learning outcomes for all students, aligning with the goals of Target 4.1.

3. Target 8.8: Protect labour rights and promote safe and secure working environments for all workers.

   The article’s foundation is the labor “contract” that guarantees time for professional development. This provision is a protected labor right for teachers. The establishment of “school-based staff development committees” to “collaboratively review, consider and develop” the PD program further empowers employees and promotes a collaborative, secure, and supportive working environment, which is central to Target 8.8.

Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Indicator: Establishment and functioning of school-based and district-based staff development committees.

   The article explicitly states that “The contract requires that each school form a staff development committee” and that these committees “need to be formed each school year no later than Nov. 1.” The formation and active functioning of these committees is a concrete, measurable indicator of progress in implementing collaborative professional development.

2. Indicator: Implementation of specific professional development models (e.g., Lesson Study, Professional Book Study).

   The article details several types of PD, such as “Lesson Study” and “Professional Book Study.” The adoption and implementation of these structured programs within schools can be tracked and measured as an indicator of the quality and type of professional learning being offered to teachers.

3. Indicator: Use of collaborative processes to identify and address student achievement gaps.

   The article mentions that a goal of “Lesson Study” is to “identify academic achievement gaps and students’ challenges.” The extent to which schools use this or similar processes to analyze data and refine lessons is a direct, albeit qualitative, indicator of efforts to improve equitable learning outcomes (Target 4.1).

4. Indicator: Inclusion of dedicated time for professional development in teacher contracts.

   This is directly mentioned in the first sentence: “Our contract sets aside time in the workday for engaging in professional development.” The existence of this clause in a labor agreement is a clear and verifiable indicator of the protection of labor rights related to professional growth (Target 8.8).

Summary of Findings

Source: uft.org