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Promote Professional Development
Engage in professional development
Engage in professional development
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Recommended: Promote Professional Development
Assignment 9.1: PD Strategies
I have been a part of many professional development sessions, some of which have provided a plethora of valuable information that I refer back to on a weekly basis, and others that have seemingly been provided for reasons that I do not understand. Most, I will admit, have been very useful. One of the most beneficial professional developments I had attended was one at the beginning of the school year, in which teachers congregated at the high school, simply because it was the largest of buildings in its district and could appropriately house all teachers, administrators, and other staff members. During this professional development, we unexpectedly participated in a mock lockdown; however, this simulation and drill
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Teachers and administrators who routinely develop their own knowledge and skills model for students that learning is important and useful,” (Mizell, 2010). Typically, students learn best when they are engaged and find interest in the material taught. As noted earlier in this response, I was excited, but eager to learn about how to appropriately handle a lockdown situation should one occur. Just as students learn when they find purpose and meaning in learning, adults function very similarly. Professional developments should seek to meet the needs of all teachers, administrators, or staff members. Despite the fact that this may seem difficult in larger districts, priorities need to be set higher to differentiate professional developments just as teachers are expected to differentiate within our classrooms. Because our district is so small, we are fortunate enough to have money set aside so teachers can utilize the finances to attend local, regional, state-wide, or national conferences relevant to one’s content area, grade level(s), and interests. I understand this is unique; however, it seems appropriate that these sessions are tailored to benefit the classroom instruction. This classroom instruction, we provide to our students, should be geared towards 21st century education that prepares them college or a career. Supported in Mizell’s article, Why Professional Development Matters, “effective teaching is the result of study, reflection, practice, and hard work. A teacher can never know enough about how a student learns, what impedes the student’s learning, and how the teacher’s instruction can increase the student’s learning,” (Mizell, 2010). He additionally supports this with the indication that students learn more if teachers are occupied by superior conferences that allow them to acquire much
I can help my teachers be professional learners by using observation and evaluation processes, like those found in Danielson’s model, to promote self-assessment, reflection on practices, and professional conversations with them. The Framework can help me have honest, reflective conversations with the teachers about their instruction and I can use it as a guide to help all involved in professional development decisions. In other words, I can use such teacher evaluation models to promote active engagement and encourage professional growth in all
Many nursing experts believe that evaluation is the most crucial part of employee development. Debate the pros and cons of this statement and decide whether the statement is true. If it is not true, then what constitutes the most important part of employee development?
Their faith in me allows me to push forward, and drive me to stay on track , so I can reach my goals. In addition, without my passion to want to help others none of my goals I want to achieve would be possible.
Fratt, L. (2007). Professional Development for the New Century. (Cover story). District Administration, 43(6), 56-60. Retrieved from Academic Search Complete database.
This proposal is designed to address the need for professional development of which can be utilized in assisting teachers within our institution mature and grow educationally for the purposes of becoming better instructors for the purposes of education our students academically and assisting them to succeed within their academic goals and objectives. The proposed plan of action of which can ultimately assist bot our facu...
Laura Jimenez’s article “The Next Frontier of Education Reform” was a well thought out article about the possibility for a new program called LEAP or LEarning Together to Advance Our Practice to help improve the failing system of improving our public school educators. Jimenez uses accurate data to show the reasons behind the need to reform educator professional development and shows different examples of how this could be accomplished. She largely looks at the DC public school system’s IMPACT and the newly created LEAP projects.
Vescio, V., Ross, D. & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching And Teacher Education, 24 (1), pp. 80--91.
Early on in my career as a teacher I learned the value of professional growth for myself. This took the form of professional development that I gained from conferences I attended and grants I was awarded. I also knew that I could share what I learned with others within my school and presenting at conferences. As an educational technology leader I use the knowledge and skills gained from my university classes in providing professional develop...
Nurses need a seat at the table to ensure they have a voice to influence and shape their future. Nursing is constantly evolving and changing, and employers continue to raise the bar for nursing. Nurses understand early in their career the importance of continuing education to enhance future career opportunities. Professional development relates to how nurses continue to broaden their knowledge, skills, and expertise throughout their career, therefore enhancing their professional practice. This advanced knowledge is not only career boosting, but also opens a seat at the table giving nurses the power to make decisions and effect changes. Professional development and continuing education are more important to nurses now than ever before to keep up with the rapid changes in healthcare today. Numminen, Leino-Kilpi, Isoaho and Meretoja’s (2017) article contends professional development enhances personal satisfaction, rejuvenates the love of nursing, builds confidence and credibility. There are many avenues to pursue
The most immediate and significant outcomes of professional development activities lie with the teachers’ knowledge and practices. This equates to the significant factor for influencing the relationship between professional developments and improving student outcome (Guskey & Sparks, 2002). The knowledge and practices of administrators are also influenced by the quality of the professional development program. Administrators may not influence students’ outcomes directly however Guskey (2002) identifies two ways in which administrators can influence students’ outcomes indirectly. Through their interaction with teachers and their leadership in forming school practices and the school culture, administrators can have immense influence over student outcomes (Guskey & Sparks,
Traditionally, teacher development typically occurs through trial and error in the isolated confinements of each teacher’s classroom with some periodic whole-group professional development (Goddard & Goddard, 2007). Within the past few decades, many schools and districts, including ours, have considered and experimented with Professional Learning Communities (PLC) as an alternative framework in guiding a more efficient development program for their teachers. PLCs are focused on enhancing student learning through developing teacher practices. The concept of PLC relies on using structured collaborative sessions amongst teachers within the school to build internal capacity. Through PLCs, teachers critically reflect on current practices, brainstorm solutions, and obtain help and advice from others in a supportive growth-oriented environment over an extended period of time (Vescio, Ross, & Adams, 2008; Nelson, 2009; Scher & O'Reilly, 2009; Bolam, McMahon, Stoll, Thomas, & Wallace, 2005). The theory of change guiding PLCs holds that by providing teachers with targeted support from within the school community, as oppose to hiring additional outside experts, professional developments can become for efficient. Implementation of effective PLCs requires intentional effort, school-wide and possibly district-wide restructuring of teacher schedules, and additional resources. For schools considering implementing PLCs, it is important to understand the logic of action and the benefits of PLCs as it relates to teacher improvement and increased student achievement.
Through the support of the professional development program, the effectiveness of the teachers enhances the quality of instruction and increases the student achievement and learning. The delivery of professional development program leads to alterations in professional learning, leading to changes in professional practice, which ultimately impact student achievement.
Professional development is a purposeful and intentional process. According to Guskey T. (2000) it is a consciously designed effort to bring about positive change and improvement. True professional development is a deliberate process, guided by clear vision of purposes and planned goals. These goals form the criteria by which content and materials are selected, process and procedures developed, and assessment and evaluations prepared. Professional development programs are designed to enable one to explore their values, attitudes, styles and interpersonal skills and to provide a platform for continuing personal development as a manager or leader. It refers to skills and knowledge attained for both personal development and career advancement. It will enhance ability to critically evaluate the theories relating to personal development, management and leadership. It has been described as intensive and collaborative, ideally incorporating an evaluative stage. There are various approaches to professional development such as consultation, coaching, communities of practice, lesson study, mentoring, reflective supervision and technical assistance. It includes enrichment of interpersonal skills and team-working spirit for managers and leaders. Professional development includes development of leadership styles, emotional intelligence and learning organizations as well as exploring team dynamics and individual interpersonal skills. Cengage D., Haroun L., (2008) has described professional development as those process and activities designed to enhance the professional knowledge, skills and attitude of managers towards developmental process. In one line we can call professional development as intentional, ongoing and systematic p...
Another factor considered in this study is the professional development of teachers. Professional development of teachers is a strong factor that enhances teachers’ knowledge and learning. A number of studies have reflected that the said factor is imperative to a positive change of every individual that seeks development professionally.
Develop teaching expertise is the part of proposition from NBPTS, specifically knowing the subjects they teach and how to teach those subjects to students (1987). One of the methods is continue to pursue their professional development by joining a professional association or organization, attending a workshop, and reading a professional journal, website, or books. These ideas enhance teachers’ cognitive growth by enlarge information of the latest strategies or method, enhance cognitive growth, and learning to help the teachers to become expert in their teaching and influence on student learning.