Page 26 - 2022_Jour_89-1

Fostering More Equitable Teacher

Professional Development at All Stages

Using the Systematic Approach to Teacher

Effective Development (SATED) Tool

By Susan Szabo

The author presents a checklist tool for a systematic approach to teacher effective development
(SATED), created to help administrators think about and plan for a teacher-centered approach
to professional development to replace the traditional one-size-fits-all presentation model that
still dominates in many places. She provides developmentally appropriate differentiated learning
activities, both required and optional, that will help foster a more positive learning environment
within which all teachers can become more effective. SATED also encourages collaboration and
professional development communities in which teachers can learn to solve problems together.
Overall, the author argues that use of this tool may help decrease teacher dropout rates and
increase their acceptance of better, research-based teaching practices.

n education, it has long been recognized that differentiation in the classroom
Iis a must for all students to succeed (Cash, 2011, 2017; Heacox, 2002, 2012,
2018; Sousa & Tomlinson 2011; Tomlinson, 1999, 2001, 2014, 2017; Tomlinson &
Imbeau, 2010). Differentiation is a framework for effective teaching and involves
providing a variety of instructional approaches using different learning styles not
only to challenge students but also to help them gain both new knowledge and new
understanding. Differentiated instruction is student-centered, which is important as
students come from different backgrounds and have a variety of experiences. Thus,
assessment results are used by teachers to provide them with information to plan
for appropriate differentiated instruction so all students can be successful learners
(Dodge, 2009; Sindelar, 2015; Tomlinson & Moon, 2013; Wormeli, 2006).
For teachers, continuing education for learning about and gaining new teaching
skills is required. Each state department of education sets professional development
(PD) standards for educators in that state. These PD standards are required and linked
to the renewal of one’s state teaching certificate, which is valid for varying periods
in each state, ranging from 3–6 years. Additionally, each state requires different
numbers of hours for PD, ranging from 35 hours per year to 150–180 hours over the
course of the certificate-renewal time.
PD is strongly impacted by each school district and the school environment
within each district. Every year, local school boards across the United States adopt
PD plans for their teachers. Districts spend considerable time and money securing
PD opportunities that they believe are related to academic and instructional goals of
the district while adhering to the regulations under state law that require teachers to
attend mandatory PD workshops. However, those planning for teacher-required PD
for the school year do not look at teacher assessments or teacher knowledge to plan
for differentiated learning for teachers. Even though it has been shown that a skilled
and knowledgeable teacher can make an enormous difference on how well students

24 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators