“Research confirms that the most important factor contributing to a student’s success in school is the quality of teaching.” -Stephanie Hirsch, Learning Forward Executive Director. This is no surprise. Children go to school to be taught. If they were able to learn the content and skills on their own, they wouldn’t come to school. When you think about it, teachers have one of the most difficult and crucial jobs available. The literally have the fate of our children in their hands! So it goes without saying that teachers need to be learners, just like their students. In Why Professional Development Matters, a Learning Forward article, it states “Professional development is the most effective strategy schools and school districts have to meet this expectation.” As a student achievement coach, professional development for teachers is my job. I have delivered professional development through many different modes, including working with teachers one on one …show more content…
In the Learning Forward article, Hirsch agrees with me on this point. In the foreword she states, “The most effective professional development engages teams of teachers to focus on the needs of their students. They learn and problem solve together in order to ensure all students achieve success.” One of the strategies our district used this year in order to support this idea was Teacher Based Teams (TBTs). Groups of no more than 6 teachers formed teams around a specific academic area of need for their students. These teams meet at least twice a month for 45-60 minutes. The TBTs followed the 5 step process that had them create and administer a formative assessment piece, score on a common rubric, analyze results with their team members, plan and deliver instruction and then reassess
A successful educator must be taught effective instructional strategies that convey content in a manner that students can understand. One can learn to be an effective teacher, and teaching skills can always be enhanced in a way that increases student learning. Professional development is a powerful tool for improving teachers’ instructional practices and raising student achievement, however it can only be beneficial when essential characteristics are present.
Fratt, L. (2007). Professional Development for the New Century. (Cover story). District Administration, 43(6), 56-60. Retrieved from Academic Search Complete database.
Nursing students often ascertain skills, the fundamentals behind critical thinking, and attributes that assist with the transition from the student role to the professional arena. Professional development is individualized and varies between each student. In order to develop professional skills as a nurse the clinical experience within the actual work setting assists the nursing students in acquiring the instruments necessary for success. “Active involvement in education, service, and scholarship opportunities can help prepare you to deal with new roles and challenges in the employment setting and the larger scope of nursing and healthcare” (Yoder-Wise., 2015, p. 556). Practices that occur when a nursing student is taking part in the clinical
Assessing the interactions that I observed over the last several days, I ascertained the professional development delivery chosen, suitable for this group of educators. Moreover, respect and camaraderie are present in the Willingboro School. Those that are in a leadership role are demonstrating nurturing guidance towards their fellow colleague, teacher, or the maturing students in their care. Thus, as I assess and examine the preliminary draft of the professional development session that I am going to deliver, I believe that I have determined the correct delivery format the lesson study. Additionally, through personal insight, I will explain my views with enough clarity to demonstrate convincing evidence
In the 21st century, more educators are working collaboratively with other teachers to enhance their learning and promote their professional growth. Some schools provide professional development workshops so teachers can learn new teaching strategies to become better educators while others schools lack these professional workshops. There are still few individuals that do not believe that working collaboratively makes a difference in student learning and as educators, we must respect their opinions (Knight, 2008). As educators, we must make sure to establish a partnership with other teachers to promote learning and make a difference in student learning. According to knight (2008), working collaborative with other teachers is very critical for
377-378). Research has demonstrated that effective professional growth and development for teachers provides opportunities for teachers to practice new skills and approaches to working in the classroom, establishes a clear link between educational theory and school-specific practices, affords teachers adequate time to discuss and reflect on knowledge received and produced and gives teachers ongoing support in implementing new knowledge and teaching practices (Jenson, 2002, p. 493; Opfer & Pedder, 2011, pp. 384-385; Robinson, Myran, Strauss, & Reed, 2014, p. 144). An analysis of the intersection between frameworks for professional learning and development and conceptions of knowledge does not possess the utility of an analysis and subsequent understanding of the necessary features of effective professional learning and development. Focusing a discussion of professional learning and development on this intersection distracts from opportunities to understand the features of effective professional learning and development, which would provide teachers with the capacity to seek out, engage in and construct effective professional growth activities, thereby providing teachers with the resources to be able to improve their professional practice, independent of the framework of professional learning and development selected (Opfer & Pedder, 2011, p.
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.
Write a paragraph setting the context for the session, the subject specialism and the learners
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
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.
...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.
According to the AAE, “the professional educator assumes responsibility and accountability for his or her performance and continually strive to demonstrate competency”. As teachers we owe it to our students and community to be the best educators we can and continue to strive to become better. We should continue to master the content knowledge that we teach by continuing to pursue further education ourselves. Teachers should also pursue all avenues of professional development to master their craft. We have an ethical commitment to strive to be the best educators we can
As I ponder over my personal professional development experiences as an educator the realization of how one has developed over time is personally satisfying. Educating children especially children with special needs is a challenge within its self. As a teacher it is important that this writer makes a positive influence with students. There are going to be certain ideas that one tries to uphold and other discriminations that one will not allow. Everyone has their own beliefs teachers should do what is necessary not to infringe on others, but show children different way to think so that they have all the information needed to make educated choices. Children are open-minded they have not yet had to deal with or understand the injustices that they will encounter. If children are taught from an early age they will have the ability to succeed especially children with special needs as an educator my main goal is teaching the purpose of public schools, and education reform. It is my purpose to influence children and be positive influence.
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.
I had a lot of emotions going through my mind this past week. First, the week prior, I was so fortunate to be able to attend Teacher Personal Development all week. I attending curriculum changes, a school all-day staff meeting, and then ended the week with Convocation 2015. I was massively overwhelmed the week prior to school. Trying to adjust to my new schedule, new people, and trying to just fit in. Realizing that I do not have a job, yet every single day that I am on campus, I am applying for a position is such a nervous realization. Talking to other staff members and even other student teachers, no student teacher has ever attending the happenings the week prior to school. So I am thankful for the opportunity. I got to see how