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Professional and personal development for teachers
Essay on professional development for teachers
Significance of professional development in education
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Teacher Professional Development and Student Achievement Gains
The achievement of students results from the work of knowledgeable, experienced, and skilled teachers. Therefore, there is a need to improve the knowledge and skills of teachers to ensure that the achievement of students is possible. Investment in education must include allocation of funds and time for professional development of teachers in elementary education. There are many options in developing the skills and knowledge of teachers. The most appropriate approaches to professional development aim at gaining high student performance. The research conducted on the professional development of teachers focus on the personal traits of teachers and classroom activities. Research helps to find the appropriate way of developing teachers so that students achieve high performance. This paper gives an analytical review of the teacher professional development, which is aim at increasing student learning and achievement.
The activities and content, which must be included in teacher professional development, include student learning, skills of the teacher and the subject matter (Jogthong & Pimolbunyong, 2009). There are two categories of studies into the professional development and student achievement. The first category mainly focuses on the traditional teaching skills of teachers. The ability of a teacher in allocating adequate time for lessons is the area of assessment so that the teacher adequately develops his or her ability to allow sufficient time for student learning (Frampton & Vaughn, 2003, p. 292). The development of the teacher therefore should focus on enabling the teacher to be able to apply critical thinking and taking all learning factors into consideration in ...
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...wmann, F. (2001). Building school capacity through professional development: Conceptual and empirical considerations. The International Journal of Educational Management, 15(2), 86.
Penuel, W., Fishman, B., Yamaguchi, R., & Gallagher, L. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-958
Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The Journal of Educational Research, 101(1), 50-60.
Robinson, R., & Carrington, S. (2002). Professional development for inclusive schooling. The International Journal of Educational Management, 16(4), 239
Spencer, T. (2007). Cooperating teaching as a professional development activity. Educational Assessment, Evaluation and Accountability, 20(3-4), 211-226.
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
Retrieved Feb 6, 2010 from http://www.newsforparents.org/experts_. Inclusion_pros_cons.html Villa, Richard A., Thousand, Jacqueline S. (1995). Creating an inclusive school environment. Alexandria, VA: Association for Supervision and Curriculum Development. Card, Toby.
Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century: A new
Peterson, J. Michael and Hittie, Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003)
Peters, S. (2002) Inclusive education in accelerated and professional development schools: a case- based study of two school reform efforts in the USA, International Journal of Inclusive Education, 6(4), 287–308.
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...
Slee (2001) argues that inclusive schooling demands schools to recognise all types of difference from disabilities, ethnicity, gender, class and sexuality. Furthermore, he challenges schools to accept difference, to encourage and promote flexibility thus benefiting not only the curriculum and pedagogy, but the community and students themselves (Slee, 2001).
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.
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...
“What does inclusive education mean for me as a teacher in 2014 and beyond? “
It is expected that the profession of teaching embraces many qualities of any other professional practice. Teachers must possess a combination of many qualities beginning with a strong academic background and wide-ranging knowledge. The National Framework for Professional Standards for Teaching (2003) it is the knowledge of students, curriculum, subject matter, pedagogy, education – related legislation and the specifically teaching context that is the foundation on effective teaching, and a firm foundation on which to construct well educated judgments.
Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve oneself.
An essential element to professional development involves observations, peer support, and ongoing feedback to empower teachers to have a stronger belief and confidence in their teaching practices (Kennedy & Shiel, 2010). Peer coaching is defined as the assistance of one teacher to another in the development and furthering of teaching skills, strategies, and techniques (Denton & Hasbrouck, 2009). Peer coaching provides a safe environment for teachers to experiment with new strategies and skills and thoughtfully reflect and refine their capabilities (Kohler, Good, Crilley, & Shearer, 2001). Informal observations by a facilitator or coach allow teachers to collaborate and brainstorm ideas to strengthen their ability to meet the diverse needs of all students (Kennedy & Shiel, 2010). Follow-up coaching sessions often enable teachers to highlight strengths and weaknesses of instructional practices being implemented in the classroom, coaches can provide valuable knowledge to reinforce professional development
...o expand knowledge of subject matter is through read books, journals, and magazine, participate in professional development activities and attend conferences. The value of participating in professional associations and organization helps teacher to move towards expertise to become engaged, active, and passionate and connect to their students (Laureate Education, Inc., 2009). As the teacher enhance and grow in the professional development can have a greatly impact on student learning, “Expert teachers know more than novices and organize that knowledge differently, retrieve it easily, and apply it in novel and creative ways” (Garmston, 1998). Therefore, there is such a significant value of participating in professional development through joining association or organization to help teacher to grow in expert in teaching and making an impact on student learning.