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 …show more content…
For instance, in the collaborative coaching experience, I learned to respect my colleague opinions and shared new ways on how to promote learning (Laureate Education, 2010b). Collaborative professional development helps teachers acquire new skills where they establish positive relationships with other educators. It is very critical for all schools to implement collaborative professional developments because teachers learn to respect each other’s ideas, work collaborative, and learn new skills that will definitely make a difference in student learning. Implementing collaborative professional development in schools is very important and beneficial for teachers because it affects student learning in many positive ways. One way is that teachers experience working collaborative with other educators and acquire new skills that they will model later for their students in the classroom. If teachers get to practice collaborative professional development, they become better educators, better listeners, and better communicators. For this reason, students develop better listening and communication skills because the teacher modeled these skills that he or she learned in these collaborative professional …show more content…
As I mentioned before, I was assigned to coach a new teacher a couple of years ago without been properly trained and I do not think I did a good job. Understanding the methods of cognitive, content, instructional and collegial coaching methods gave me more confidence as an educator on how to approach colleagues without getting them upset. I learned that each of these methods is targeted to achieve specific goals depending on the needs of the teacher. Now I can say that I feel more comfortable with the knowledge acquired on how to implement the four coaching effective methods according to teacher’s personality. I feel that I am more capable of doing a good job as a coach because I have learned to implement the formal observation cycle such as the pre-conference, observation, post-conference, and feedback. Implementing instructional and collegial coaching in my coaching experience, I learned how to establish a positive relationship trust and respect with my collaborative colleague as well as with the principal. The respect, trust, and confidence principals have for teachers’ abilities to influence their own development are essential to building a strong collegial school culture that fosters teacher talent development (D’ Antonio, 2001). There were some challenges that I faced with my
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
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...
I share instructional strategies and resources with my school staff in our weekly meetings, vertical teaming, and professional developments. Sharing instructional strategies and techniques helps teachers build their capacity (Laureate Education, 2008b). My analysis of the school helped me identify areas that my school needed to improve. As a teacher leader, one of the areas that I can begin to lead change is helping students understand that working collaborative and establishing productive communications enhance learning. As a leader, I can also lead change in working collaboratively with other colleagues to establish trust in the school.
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...
Some administrators use clinical supervision or peer coaching to determine from which it is obtain the most feedback and some other uses this methods or the combination of both (Hooker, 2014). It is important the comparison of both methods in order to identify the benefits of each. The clinical supervision includes a developmental evaluation that is meant to assist and improve the instruction of teachers (Glickman, et al., 2010). It is necessary to do a preconference, lesson observation, analysis of the information and interpret the teaching observed, and a post conference to determine the effectiveness of the process. In the clinical supervision are steps to follow: first, during the preconference the administrator and teacher identify the process, purpose or reason of the ob...
Each day a student sits in class is another opportunity to improve on the day before and reinforce what was learned. In addition, the goals are based on beliefs concerning the purpose of education, what should be taught, the nature of learner, and the learning process p.75 By establishing a successful and thriving collegial instructional leadership model, supervision focuses on teacher growth rather than teacher compliance. I endorse the belief that a collegial relationship between teachers, staff and supervisors are essential for instruction and much more effective than the traditional hierarchal relationship.
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.
Teachers are facilitators of learning and may be found sitting at round tables guiding student discussions as opposed to delivering a lecture at a podium the entire period. As a leader, I would apply knowledge about behavior, organizational context, and interactions to professional practice to affect change (Owens & Valesky, 2015, p. 67). I realize there are incidences where traditional approaches may work better than progressive approaches. I am willing to use traditional approaches as long as they are research-based and will be beneficial to students and teachers. Although the Great Debate continues into the 21st Century, I plan to face the future optimistically.
A teacher today needs to have an ability to relate to and create partnerships not with their students, but also families, administrators and other professionals. This ensures that all persons involved with the education of the student are on the same page. All involved then work in harmony and help each other achieve the common goal of educating the student in the best possible way for the best possible result. (Wesley, 1998, p 80)
Coaching and mentoring is a constant process that occurs all throughout a future teacher’s journey. While attending a university, it is common while in the teacher preparation program to undergo several coaching sessions and mentoring periods, which is great! Normally this continues through the first year of teaching, but something happens after that first year. If a relationship isn’t built, encouraged, and made intentional, the coaching stops. For teachers, this is strange. We are taught to constantly coach, encourage, mentor, and teach our students, but when it comes to our peers, those under us, etc., we assume that each teacher has suddenly “made it” as if someone who can make it through their first year is automatically “good to go” and will not encounter any hiccups along the way to becoming a veteran. In some instances, the teaching community is a selfish profession for the fact that you do what needs to be done for you and the students you serve, but not for your peers. You do not share your lessons, ideas, concerns, etc. Some teachers are still under the impression that if they are struggling, they are doing it wrong or they are not a “good” teacher. This is a fallacy that needs to be talked about. There is a reason that peer coaching
Building self-esteem, enhancing student satisfaction with the learning experience, and promoting a positive attitude toward the subject matter are all benefits of collaborative learning. A higher degree of accomplishment takes place as a group because you essentially are a team. An example of this is a sports team. In a collaborative situation it takes every member to do his or her part in order for a situation to have a greater resolution; as where a sports team needs everybody’s individual talent to win a game. In retrospect, as a group; the contributions of our own talents can make the difference between a “win or Lose situation” it gives you a sense of competition, and knowing that you can win as a group; self esteem in one’s self is accentuated. Johnson and Johnson (1989), Slavin (1967). Another benefit to collaborative learning is based on the members of your group. Every individual in the group demonstrates their own input based on where they were born, what nationality they are so on and so on. The benefit of this is that you get a different perspective on things rather than always knowing what you know. You can take information from other cultures and add or apply it to what you already know.
I have been a teacher for fifteen years, worked in two different school districts, and I have attended many professional development classes. I have had both positive and negative experiences from professional development.
Today’s school climate demands collaboration, teachers can no longer work in isolation. Why? Collaboration can be defined as, “teams of teachers who work interdependently to achieve common goals – goals linked to the purpose of learning for all – for which members are held mutually accountable” (DuFour, DuFour, Eaker & Karhanek, 2004, p.17). Handy (1995) stated that people who collaborate learn from each other and create synergy. Futernick (as cited in McClure, 2008, p. 1) “after surveying 2,000 current and former teachers in California, concluded that teachers felt greater personal satisfaction when they believed in their own efficacy, were involved in decision making, and established strong collegial relationships. What are the benefits of teacher collaboration? Goddard, Goddard, and Taschannen-Moran (2007) indicated that recent reform efforts in education have included an emphasis on increasing teacher collaboration. If research evidences that teacher collaboration increases student achievement, then why are not all schools collaborating?
...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.
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.