Introduction - Professional development (PD) includes a full range of activities, formal and informal, that engage teachers or administrators in new learning about their professional practice (Bransford, Brown, & Cocking, 1999). Three major goals of PD programs are change in the classroom practices of teachers, change in their attitudes and beliefs, and change in the learning outcomes of students (Guskey, 2002). Achieving these goals is dependent on how teacher learning is conceived, and the conditions under which any change is introduced. This paper aims to discuss the factors that determine effective teacher learning in the context of change, by analysing findings from interviews conducted with teachers at Monfort Secondary School (MSS) in their implementation of the Bring Your Own Device (BYOD) programme – a school-based initiative conceptualised to meet the desired outcomes of student-directed learning (SDL) and collaborative learning (COL). Equipping Teachers to Implement Change - When BYOD was piloted in 2013, it required teachers to adopt a mindset and pedagogical shift. In-house and vendor-run workshops were primary means of equipping teachers in being expert navigators and facilitators of information technology (IT) based learning. Subsequently, teachers were expected to adopt pedagogical innovations to promote SDL and COL through the use of the device. They were to rely mostly on the technical knowledge acquired through the workshops, which reflected incompatibility with pedagogical requirements. It is not uncommon for Singapore schools to esteem workshops as a means to effecting change. The assumption is that ideas and concepts presented in a workshop are transferable. Hoban (1992) argued that discrete courses present a... ... middle of paper ... ...raining plans for teachers, I envisioned equipping key personnel who would translate their learning to the teachers. Sadly, the transference had been weak. Indeed, workshops alone would not suffice. PD needs an interaction-oriented approach that encourages inquiry, broadens perspectives, and inspires change. It must aim to challenge teachers’ minds, engage their hearts and empower their hands. The success of any change understands professional learning and discretion, and embraces a complexity view towards effecting change and ensuring its sustainability. To avoid the danger of being overly focused on the change and neglecting those who effect it, the symbiotic relationship between policy makers/key drivers and teacher agents needs to come into play. Ultimately, it is the teachers’ support that will form a cohesive and coherent base for meaningful change in schools.
Goldstein argues a problem with education policy is, “American policy makers require every public school to use the same strategy…” (261) When facing the problem of inequality in education a teacher needs to be fluid with his or her curriculum. In fact, one of the best ways to allow for fluidity is through peer-to-peer help. Goldstein states, “(teaching hospital model) allows best practices tailored to a specific school to be passed from professional to professional.” (255) Peer-to-peer help not only does this allow for constructive feedback, but also it allows teachers to learn from one another. While policy makers might not know a schools demographics and unique situation teachers in the school will. Thus, teachers can help one another on their unique problem through a collaborative process. Peer to peer help allows for the design of, “creative curriculum materials and to lead school turnaround efforts.” (232) The problems associated with inequality can be thought out and explored through teachers working
Ten years ago I was sitting in a classroom striving to understand the English language and how to read and write properly. I am a Mexican immigrant who came into the United States following the “American Dream” in search of a better life. I am a hard working individual with a passion for service and self-determination to make a difference in people’s lives. I come from a family that values unity and service to others. Caring for other people is what I love to do and it’s what makes me feel I have a real purpose in life. A career as a health care professional will fulfil both my personal and professional goals.
doi: 10.1787/9789264195714-en SAME AS >> Learning to Change: ICT in Schools. (2001). Schooling for Tomorrow, [online] p.10. Available at: http://dx.doi.org/10.1787/9789264195714-en [Accessed 29 May. 2014].
Utilizing the diagnostic tools provided through this course’s curriculum, I was able to compose a diagnostic assessment of my voice interpretation of the video titled How to Beat the Heat. The assessment pointed out my challenges in several areas such as fingerspelling, ASL Lexicons, and rhetorical questions, just to name a few. While this professional development plan will not outline every area of challenge, it will highlight the aforementioned areas as well as a few others.
A crucial element of professional development and professionalism is lifelong learning (McGinnis, Guenther, & Wainwright, 2016). Clinical specialization in physical therapy necessitates advanced knowledge, skill, and experience in a specialized area of practice (American Board of Physical Therapy Specialties [ABPTS], n.d.a). The enhancement of the patient’s outcome by improving the clinical reasoning skills of the physical therapists is the main motivation behind the pursuit of an expanded role (Yardley et al., 2008). In 1976, the House of Delegates of the American Physical Therapy Association (APTA) approved the notion of specialization and created the Task Force on Clinical Specialization (ABPTS, n.d.b). The Essentials for Certification of
1.1 In recent years the health and social care has experienced significant changes, change is now an expected part of everyday life in this industry. During this time significant social change has also taken place therefore health and social care has been impacted by higher expectations for quality of care and support, there is also a much higher emphasis on personalisation and partnership working. Due to constant change you cannot expect to stop learning when you achieve your qualification, professional development must be seen as a continuous process.
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
According to (Collin et al 2012), CPD is a diverse and multifaceted subject because all formal and informal learning and development within and outside their work place can be termed as CPD. Similarly, APM 2008 classified CPD activities in project management into (i) Formal CPD activities and (ii) Informal CPD activities; some of which are summarized in table 1 below:
Most adults need to work in order to pay their bills, provide for their families and feel a sense of accomplishment. While there is a prevalent need to work, many people choose to simply do their job and do not take time to develop in their profession. Professional development is putting in the effort, over and above your present duties, with the intention to develop and advance within your career. There are a variety of ways one can choose to develop professionally; however, attaining a college education, acquiring industry recognized certifications, developing a social network, and dressing for success, are the foundational areas that will provide sustainable professional development.
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...
In sum, my assumptions on teachers learning as a change frame have indeed been revamped quite dramatically after being exposed to the literature review and the interview findings. The theories on educational change and teachers learning acts as lenses that provides insights into how change and teachers learning actually interacted in practice, and how they support each other in a real school setting. Teachers learning could not be effective without paying attention to its construction and the necessary structure and conditions that supports it. And without effective learning for the teachers, it would be difficult for teachers to assume the role of change agents to enact school change, as shown in the interviews.
Career planning is lifetime process that motivates on making choices to help us to achieve our effort, goals and personal life. Good career planning wants information about us, the world of work and commitment.
Based on the inquiry of empowering professional development, many findings come into play. At times we feel as though professional development is worthless and a waste of time. Gusky also, addresses that at times why so many professional developments are inadequate. There are reasons why we feel that way and reasons of which we should not have if we were actually getting something out the workshops. A common goal must first be set in the mind of the participants thus leading to the building of professionalism of the school system. In this review we will look at some aids and guides to successful professional development.
Dr Dennis Francis Commonwealth Education Trust Week 1 and 2 “Teacher training or education is something that can be managed by others; Teacher development is something that can be done only by and for oneself” Wallace, 1991.
“The only thing constant in life is change”. French author Francois de la Rochefouchauld captures the essence of change so well in that quote. Considering how often we must handle changes, the educational community struggles. When looking at a district it is easy to find all of the areas that could use improvement. Creating focus and a plan for a specific change requires careful consideration and a lot of time to manage the change. In the Spring-Ford Area School District, there is so much that is going right, despite the need for a significant curriculum updates and adjustments as well as a comprehensive professional development plan.