Each and every school is unique its own way. Undeniably you will find the same type of janitors, students, teachers, and administrators in each school but the means, ineffectiveness and success of each school fluctuates. All schools strive for their entire student body to flourish and their faculty and administrators to prosper in the sake for the students. Subsequently, for schools to succeed, there needs to be a coherent, established and fruitful professional development plan integrated to ensure teachers are at the forefront of the prosperous instructional strategies and classroom management to cultivate the students.
Furthermore all schools have campus goals that they aim their professional development to align with those goals to improve and uphold the levels of teaching and learning. Professional development can be seen by all parties a necessity to continue to improve the school as a whole but at the same time, some see the professional development as something that is forced upon them in the form of in-service days and trainings that take away from their summer vacation days. The everlasting challenge is find ways to plan and achieve successful professional developments that all participants are eager to participate and implement in their instructional strategies and/or classroom management.
The following are characteristics with successful development programs based on extensive research:
1. Involvement of teachers in planning, implementing, and evaluating their own professional development
2. A focus on teaching and learning
3. Integration of professional development goals with school improvement goals
4. Coherence of individual, group, and schoolwide professional development
5. Administrative support, including...
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... advantage to have a guest speaker who is a minority and was able to succeed due to cultural responsive teaching during the first days of in-service. Allow them to tell their story to help inspire teachers to not to forget about minority students and the achievement that they can reach if they have teachers who will be focused to make sure they succeed.
Last of all, it is imperative to have staff who buy into being culturally responsive school and look to constantly improving themselves as teachers. Ask teachers to work together to make sure all teachers are focused on reaching all of their students and share their ideas of what works with low economic students. Advocate staff developments and department meetings that allow teachers to look at their data to see which students are passing their tests and state assessments and deliberate how to improve the scores.
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
Even though these schools are all different, they have some similarities such as the teachers. All of the teachers that we meet are encouraging the students anyway they can, in addition they are always striving to get the kids to believe in themselves and pushing them towards
According to Munsch and Cortez, (2014), the intellectual structure of excellence proves to be the basis of student affairs organization. Perfection in this context is the school’s or person’s habits that integrates students in learning Moreover, excellence will be used to describe activities that have proven through observation to serve as best or better actions. Student’s affairs practitioner need to be abreast intellectually, they are at least required to have a baccalaureate degree. Master’s degree is usually the prerequisite for mental health related fields. Student affairs practioners need to be competent in the following areas: (a) advising and helping. It focuses on advising
Fratt, L. (2007). Professional Development for the New Century. (Cover story). District Administration, 43(6), 56-60. Retrieved from Academic Search Complete database.
For decades now, there have been educational problems in the inner city schools in the United States. The schools inability to teach some students relates to the poor conditions in the public schools. Some of the conditions are the lack of funds that give students with the proper supplies, inexperienced teachers, inadequate resources, low testing scores and the crime-infested neighborhoods. These conditions have been an issue for centuries, but there is nothing being done about it. Yet, state and local governments focus on other priorities, including schools with better academics. It is fair to say that some schools need more attention than other does. However, when schools have no academic problems then the attention should be focused elsewhere, particularly in the inner city schools.
As the South Carolina State Superintendent of Instruction, Contreras (2002) says that sharing the factors that play a vital role in meeting the needs of immigrant students will be most effective in providing information to the senior-level staff. To help develop a statewide policy I would assign the teaching and learning senior staff member the responsibility of overseeing that immigrant students have equal access to a good education and that funding be provided for teachers to teach. This also includes providing a differentiated curriculum to teach the immigrant students. The finance and ad...
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.
school staffs are the people who are in most contact with parents and visible in the community. Therefore, a culture of cooperation,
The most important concept that needs to be taken into great consideration for the results of this plan towards equality to be promising is that the assets of all students, families, and communities are paid close attention to/valued. If schools valued diverse forms of Community Cultural Wealth then they would be sure to do the following: understand the backgrounds of all students, teach to students’ experiences, focus on student centered goals, and enroll students (regardless of culture/race) into GATE programs. In addition, they would value the use of other languages, incorporate culturally responsive teaching, as well as, to teach students and/or parents about other cultures, and lastly, provide flexible family resources and opportunities for involvement. While all of these things may seem easier said than done, it can be done slowly but surely with the help of present and future educators. It is apparent that there are significant changes that need to be made to promote equality in schools, so my question to you is, “What will you do to contribute to the resolution of this prevalent
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...
Parents and community members want to know that their contributions towards the campus are valued and appreciated. Many times we take for granted those events occurring around us. It is crucial we express gratitude towards those people investing in increasing student achievement. Stakeholders want to feel accepted and worthy in their contributions to the campus. In addition, communities are made up of different types of culture, race and income status making the culture diverse which may act as a barrier in creating a positive atmosphere. Yet, this type of misunderstanding can be avoided by simply asking questions in a respectful manner. School leaders must make parent and community involvement a priority, valuing and accepting each other’s differences. “Schools provide wonderful opportunities to bring together students, families, educators and other community members to build the collaborative partnerships that promote quality educational, recreational, and social opportunities for all citizens” (Lechtenberger and Mullins, 2004, p. 21). Schools, parents and community members must work together to support all students in a learning environment to ensure every student is a successful lifetime
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.
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.
With the proper guidance and support, teachers can achieve academic excellence in the classroom. They follow their principal’s vision and share their goals. Teachers also serve as leaders in their classroom. They share their vision and goals with their students promoting positive attitudes in the classroom. Just like it is important for principals to respect and understand what their teachers need, students also need the support, understanding, respect and empathy from their teachers. When teachers demonstrate commitment in the classroom and set high expectations they raise the level of learning in the classroom. Teachers that work with the students and their parents to understand and meet their needs will achieve positive academic outcomes. Students engage in learning with positive attitudes and strive for high achievements. Teachers work together with their leaders to improve their teaching