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development for clinical psychologists

While few educators would argue against the need for and importance of professional development, specific programs and learning opportunities may be criticized or debated for any number of reasons, especially if the professional development is poorly designed, executed, scheduled, or facilitated, or if teachers feel that it is irrelevant to their teaching needs and day-to-day professional responsibilities, among many other possible causes.

In addition, school leaders may encounter a variety of challenges when selecting and providing professional development opportunities. For example, one common obstacle is finding adequate time during the school day for teachers to participate in professional development. Securing sufficient funding is another common complication, particularly during times when school budgets are tight or being cut. The amount of funding allocated for professional development by states, districts, and schools may also vary widely—some schools could have access to more professional-development funding than they can reasonably use in a given year, while other schools and teachers may be expected to fund most or all of their professional development on their own. Other common challenges include insufficient support for professional development from the administrative leadership, a lack of faculty interest or motivation, or overburdened teacher workloads.