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Negatives of professional development
Teaching styles
Factors affecting professional development
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Recommended: Negatives of professional development
CHAPTER ONE - INTRODUCTION
Overview
The influence of effective teachers upon student academic achievement has long been recognized as a positive factor (Darling-Hammond, 2000; Joyce, Hersh, & McKibbin, 1983; Hargreaves & Fullan (Eds.), 1992; Hord, 1994). Over time, continuity of certain teaching practices and changes in teaching have evolved (Cuban, 1984; Johnson, Musial, Hall, Gollnick, & DuPuis, 1996) as teaching approaches reflected the philosophies and needs of the mainstream culture. The impact of high quality teaching upon student achievement is continually under close scrutiny as the focus of all stakeholders in education remains on school improvement with concerns about assessment of student learning, standardized testing, and annual yearly progress for all K-12 students. The latest research continues to show that teacher quality affects student achievement (Hord, 2009; Quick, Holtzman & Chaney, 2009; Scribner, Sawyer, Watson, & Myers, 2007; Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009).
Professional development is a contributing factor in keeping high quality teachers in active and productive teaching careers, and it these high quality teachers who have the most positive impact on student academic achievement (Darling-Hammond & Sykes, (Eds.), 1995; Darling-Hammond & Bransford, 2005; Joyce & Showers, 2002; Marzano, 2007; Showers, Joyce, & Bennett, 1987; Wei, Darling Hammond, Andree, Richardson, & Orphanos., 2009). A recently published study by Wei, et al. addressed professional learning on a national scale and presented detailed information about teachers’ continuing education practices and participation in professional development. In this first status report of a multi-year study about the profession...
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...o Child Left Behind (NCLB) (2001) regulations (Sipp, 2008), educators are concerned with issues relating to understanding developmentally and culturally appropriate practices (Hyun, Morales, Duarte, DiPento, Smrekar, Matthews, & Ardley, 2001), using differentiated instructional practices (Fullan, Hill, & Crevola, 2006) in addition to teaching English language learners (Trent, Kea, & Oh, 2008). With these challenges impacting teaching practices, it is important to understand why teachers participate in mandated professional development in their active career phases, long after receiving the initial certification and teaching credentials. In addition, many teachers are motivated to participate in discretionary professional development (Scribner, 1999), thus, it is also important to examine teachers’ participation in professional learning outside the school district.
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
Birman, Beatrice F., et al. "State And Local Implementation Of The "No Child Left Behind Act." Volume VIII--Teacher Quality Under "NCLB": Final Report." US Department Of Education (2009): ERIC. Web. 31 Mar. 2014.
Sherman, J., Rasmussen, C., & Baydala, L. The impact of teacher factors on achievement and
Fratt, L. (2007). Professional Development for the New Century. (Cover story). District Administration, 43(6), 56-60. Retrieved from Academic Search Complete database.
Shabani, K. Khatib, M. Ebadi, S. (2010). Vygotsky’s Zone of Proximal Development: Instructional Implications and Teacher’s Professional Development. 3(4), December, 2010. English Language Teaching: Tehran, Iran. Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/view/8396
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...
Preston, B. (1993). Teacher Professionalism – implications for teachers, teacher educators, and democratic schooling. Independent Education, 23, 4-12.
A teacher’s effect on students is significant because teachers have greater influence on student achievement than a school. Robert Marzano’s study separating a school’s effect on student achievement from a teacher’s effect on student achievement supports this notion. Marzano found that an ineffective teacher in an effective school environment has little to no effect on student achievement. To the contrary, an effective teacher in an ineffective school environment was found to have a ...
Kyriacou, C. (2001) Effective Teaching in Schools: Theory and Practice, 2nd ed. Nelson Thornes Ltd.
The teacher was rated using a rubric with specific criteria in four domains including planning and preparation, the classroom environment, instruction, and professional responsibilities (Hillsborough County Public Schools, 2012). Within each of these domains are components which are the performance factors that are relevant to classroom teachers. In domain one the components include: demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, setting instructional outcomes, demonstrating knowledge of resources and technology, designing coherent instruction, and designing student assessments. The components for domain two include: creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student behavior, organizing physical space. In domain three the components included are: communicating with students, using questioning and discussion, engaging students in learning, using assessment in instruction, and demonstrating flexibility and responsiveness. There is only one component that was rated for domain four which is reflecting on teaching.
The state’s new evaluation system was in response to administrators who produced, “superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students' learning” (Toch, 2008). Too often, the “good-ol-boy” attitude would insure mediocre educators would remain employed. Realizing this was often more the rule then the exception, the governor created educational mandates to focus, “on supporting and training effective teachers to drive student achievement” (Marzano Center, 2013). Initially, they expected the school districts and the teachers would have issues and experience growing pains, but in the end the goal was, “to improve teacher performance, year by year, with a corresponding rise in student achievement” (Marzano Center, 2013).
Everyone knows that when it comes to making a difference in a child’s academic and life achievements, their teachers play a large role. A teacher’s ability to relate to their students, and teach them to achieve both socially and academically, contributes to how effective they are. What does it mean to be an effective teacher? Overall, there seems to be an emphasis on teacher effectiveness related to how well their students are performing on standardized testing. As teachers, we know there is more to being an effective teacher than just teaching our students based on tests.
Over the years, national, state, and local governments have been looking for ways to increase the academic performance among academically vulnerable students. To boost these students’ academic performance, governments have been implementing many programs to inspire innovative school reforms to K-12 educational systems across the United States. Several studies have shown that schools employing certain practices are linked to higher academic achievement. This paper will demonstrate that teacher competency and the school’s ability to provide an emotionally supportive environment are school characteristics associated with higher student academic success.
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
Our nation’s education system strives through the hard work and dedication of its educators. Often great teachers, principles and supporting staff are drawn to the profession because they possess the desire to empower, inspire, nurture and watch young people grow - not only academically, but also emotionally. These people are there because they want to make an impact upon our society and the lives of whom the reach. Highly effective teachers are those who have taken learning to new heights by accelerating student learning, closing achievement gaps that persisted for decades, and promoting a mindset of change. Moreover, the presence of highly effective teachers in classrooms today continues to manifest as a result of the support from strong school leaders (U.S. Department of Education, 2013).