Think about professional development and you probably think of the inservice you've grown tired of: Hired "experts" talk at you for an hour about the latest teaching methods, then send you on your way with only your notes and a few handouts. And with little or no follow-up, you probably never put these methods to work in your classroom.

The good news? It doesn't have to be that way. Across the country, the lecture-style inservice is being replaced by hands-on workshops that arm teachers with skills they're motivated to put into action. Better yet, teachers are having a greater say in deciding which inservices come to their schools. To help you choose quality inservice — and leave the workshops of old behind — we offer you the following guide to picking an inservice that will work for you.

Five ways to pick a great inservice and get the most out of it
When you're poring over brochures in search of a workshop to attend — or lobbying for inservices to come to your school — keep these five points in mind:

1. Look for an inservice that's more than a one-shot deal. The best inservice learning happens not in a single afternoon after school, but over the course of several days, a week, or longer — even during the summer, when your schedule is less hectic. To be effective, an inservice experience should build on what you're already doing in your classroom, and help you move toward teaching goals you've set for yourself.
   
   
2. Insist on interactive training. Just like your students, you learn by doing. A good inservice leader — ideally, a veteran teacher — will model skills that you can then practice with others in the workshop. While an effective leader will spend some time on the theory and research behind the practice, she or he will focus primarily on helping you tailor the new practice to your needs and goals.
   
   
3. Team up for off-site workshops. Your school may send you to a workshop alone, and then expect you to train your colleagues. This approach is usually ineffective. How can you teach others what you've only just learned yourself? It's likely to be an unfair burden on you and a frustrating experience for your colleagues.
   
   It's best to attend inservice workshops with a group from your school. That way, you can learn together and support one another's efforts to implement the new teaching practice. Also, look for opportunities to meet with one another (and with the workshop leaders, if possible) throughout the year to share stories of your first forays into uncharted teaching territory.
   
   
4. Convince your principal to take the workshop, too. It is important for principals and administrators to participate in workshops with their faculty so they get a taste for what implementing the new teaching practice will entail. By gaining firsthand experience, principals will be more likely to provide greater latitude for teachers to experiment in the classroom. And they will also see the importance of including teachers in the inservice planning process.
   
   
5. Don't let tight funds keep you from the professional development youneed and want most. Even if your district doesn't have a big budget for inservice, opportunities for professional development are available daily, and most don't cost a penny. For example:
   
   
   • Drop by a colleague's room or visit another school to observe a teaching method you haven't tried.
   • Keep a journal of what's happening in your classroom, then share it with colleagues.
   • Log onto educational telecommunications networks to participate in professional discussions.

Questions to ask yourself before and after inservice
In schools across the country, teachers like you are joining forces to determine inservice priorities and allocate resources. For the past several years, teachers in Ames Community Schools in Ames, Iowa, have worked together to decide which inservice workshops to attend and which ones to bring to their schools. They recommend the following list of questions to ask yourself before and after you sign up for and attend a workshop.

Before signing up:

1. In what area do I want to help my students learn more? The Iowa teachers caution against choosing a workshop on the latest instructional method or curriculum theme just to jump on the proverbial bandwagon. Instead, they suggest you consider the area in which you most want to affect student achievement.
   
   
2. Am I willing to change what I teach and/or how I teach it? The teachers in Ames Community Schools say it's critical to be honest with yourself about how open you really are to adapting your instructional style and curriculum content. Keep in mind that sometimes the more important a change is, the more uncomfortable it might feel. If you're really willing to change, make a formal commitment before you attend the workshop by making a pact with your colleagues, or writing a promise to yourself in your journal.
   
   
3. Does this workshop offer me the highest payoff in terms of improved student achievement? In other words, the Ames teachers say, does the workshop you're considering promise you a new or expanded repertoire in your targeted area of student achievement? If it does, seek out research that backs up the workshop's claims for improving student performance. Look for evidence that teachers in schools like yours have successfully implemented changes based on the workshop's method.
   
   
4. Once I return to the classroom and put into practice the skills I've learned, will I get support? The best workshop trainers offer follow-upsessions and help teachers organize themselves into peer-coaching teams. If, however, a workshop you're interested in doesn't offer these features, don't automatically discount it. Try organizing your own teacher network so you can get support for the changes you'll make. Keep a log of your experiences to share with colleagues.
   
   
5. If a workshop isn't available in the area I've identified, am I prepared to seek support from my district to design one? Teacher organizations, universities, staff development centers, and intermediate agencies like county offices may be willing to create and tailor workshops to suit your specific objectives.

After signing up:
To gauge the true effectiveness of the workshop you've taken, the faculty in Ames Community Schools advises you to become an observer in your own classroom. To help you in your self-evaluation, here are some questions to ask.

1. Is the method I'm trying to adapt in my classroom working? If not, how can I modify it to better suit my students' needs?
   
   
2. Am I getting the results I'd hoped for in terms of student achievement? Is it too early to tell? How long should I wait before I look at the effects of the changes I've made?
   
   
3. Has the follow-up to the workshop been sufficient? Do I need to develop a stronger peer-support network? Who can I turn to for help?

If you follow these suggestions, your next inservice experience should be a great one. Good luck!