Teacher professional development: Collaborative Culture, Contrived Collegiality, and the case of Peer Observation of Teaching Introduction School-based teacher collaboration and collegiality has become one of the commonplaces of modern educational research (Datnow, 2011; Hargreavas, 1994; Hargreavas & Dawe, 1990; Lavie, 2006; Little, 1990; Wallace, 1998). Among various continuous collegial interaction, Little (1985) shed light on the usefulness of peer observation of teaching (POT) as it focuses on actual classroom performance and exposes the teaching reality to the scrutiny of peers. Indeed, literatures manifest strong evidence acknowledging the value of POT for teacher professional development. (Bell & Mladenovic, 2008; Singh & Shifflette,
Research by Daniel (2001) found that the competency of the teacher can be improved by focusing on initiative, vision in education, high intellectual thinking, technical and cognitive skills. • The resource persons at all levels wherever training is imparted should have mastery over the subject of their respective field. The selection criteria for the appointment of these persons should be very rigorous and
Whilst in the class room it is up to the teacher to accommodate for students differing motivational influences. The teacher’s responsibility is to provide an environment that enhances students’ motivation to pursue academic goals actively over a long period of time. A teacher is as effective as the plan they undertake to teach and learn. In determining what constitutes an effective teacher specific consideration should be given to various areas that encompass effective teaching and learning such as knowledge of child development, planning, teaching and learning strategies and knowledge of Curriculum content. Teaching and Learning Strategies: Intrinsic and extrinsic motivation: There are two main motivational influences intrinsic and extrinsic motivation.
Linking instruction and assessment is critical to effective learning. Educators should provide students with various options for learning that include: different ways to learning (style and time), di... ... middle of paper ... ...re provided with ample opportunities to demonstrate their abilities. MI theory is used as formal and informal assessment in the classroom to allow students to be grasp and understand concepts. The use of multiple types of assessments in the classroom yield richer and more qualitative information about a child's achievement. If the ultimate goal is student learning, then there is a place for both standardized testing and authentic assessment using the MI theory in today's classroom.
Professional development is critical to success in a teacher’s career. Teachers need to be opened to continuing their education and consistently reflecting on lessons and interactions with students. At the expert stage of teaching, “the teacher’s practice is characterized by fluency, automaticity, and efficiency” (Garmston,1998). In order to achieve this level of teaching practice, the educator must continue to learn new teaching strategies, understand the curriculum, recognize students and their differences, and conduct self-reflections. A teacher who is dedicated to professional development and wanting to improve their teaching, will make a stronger impact on students.
The final group of standards guides educators in ways to improve their own knowledge and collaboration skills. The standards, while listed and described separately, are interrelated; competency in one standard will improve efficiency in each of the others. Standard I- Teachers understand student learning and development and respect the diversity of the students they teach. Before a teacher can impart knowledge to a student, the teacher must first understand how this can be done. The teacher should know the various ways people learn, and she specifically must seek to understand her own students’ intellectual strengths.
This particular standard maintains the significance for teachers to recognize each student’s distinct strengths, weaknesses, and needs to construct efficient lessons. Teachers must also assume their skilled responsibilities to employ short-term and long-term planning ensuring student learning. Furthermore, it is important for educators to be receptive to modification and alterations based on student needs and shifting circumstances. If teachers are action oriented and dedicated to continuous development necessary revisions will be executed to benefit and promote student education (Henson,
Teaching and learning a second or foreign language is much like teaching in the general education classroom. ESL classrooms need structure, nurturing, and sufficient instructional strategies. With such diversity among adolescent ELs, it is important for teachers to learn as much as possible about their students’ background, prior knowledge, and experiences, and to have knowledge of strategies that directly address the needs of their students. Instructors need to build relationships of trust with their students and their families. Also, teachers need to establish predictable classroom routines and procedures.
Professional development plays a role in the acquisition of knowledge regarding teacher effectiveness as it relate to teacher performance. Teacher effectiveness professional development encompasses an array of opportunities for teachers to focus in on best practices and procedures to enhance student learning and student achievement. With the push of teacher accountability in today’s school, states are mandating that teachers are “held accountable” for their teaching; furthermore, for student
The main point of education is a capacity of the teacher in the classroom. Teacher education and characteristic can be involved in that capacity. Darling – Hammond (2000) reports that measures of teacher preparation and certification are by far the strongest correlates of students’ achievement in learning. Teacher education provides the professional knowledge base to facilitate the development of an understanding of how students learn, and what and how they need to be taught (Berliner, 2001). White, Zion, and Kozleski (2005) believe, teacher identity can be expanded through experience and education of the teacher.