Future-point learning: professional development for school leaders.(TEACHERS, TECHNOLOGY AND TRAINING)(Author abstract)

INTRODUCTION

Future-point learning is a perspective that focuses on new developments and gives attention to what is emerging into view. Future-point learning is less concerned with the past and more engaged with the future and arising knowledge, skills and needs. Professional development for school leaders should be grounded in this perspective and offer rigorous, stimulating learning opportunities that will prepare administrators for the continuous and changing demands of the profession. This article describes professional development for school leaders from the perspective of future-point learning and suggests some potential benefits of this approach.

PROFESSIONAL DEVELOPMENT

Professional development for school leaders is, too often, an alter-thought or something marginal involving occasional conferences, workshop attendance or sporadic exposure to thought-provoking speakers. While these activities may have some merit in developing higher-skilled school administrators, continuous professional development with a sustained plan for professional growth is much more likely to markedly increase knowledge and skills. From the perspective of future-point learning, sustained professional development should concentrate on up-and-coming skills and needs as the surest path to producing significant and relevant professional growth.

In order to get a concrete look at the idea of future-point learning for professional development, two emerging/developing needs will be identified and described along with suggestions for professional development. The first area of need is technological expertise. The second is multicultural competence including second-language acquisition.

Technological Expertise

A few years ago, the Bill and Melinda Gates Foundation funded a program to provide Palm Pilots and training to thousands of principals and superintendents in the United States. In New York state, this was known as the NY TALKS (Technology, Achievement, Leadership, Knowledge and Skills) initiative. It provided a wonderful opportunity for school leaders to experience a developing technology and a variety of practical applications available for administrative use. NY TALKS was a fine example of future-point learning. The majority of administrators in attendance were genuinely challenged by the technology and had to work hard to master new skills to become more effective in their work. After a two-day immersion, many were brought to a significantly higher level of technological competence and achieved a new perspective on their leadership roles. For many of these administrators, this experience, coupled with additional follow-up sessions throughout the year and ongoing project networking, was a "close encounter" with the new demands of technology and a wake-up call for the need to possess technology skills relevant to the modern workplace.