D182 Task 3 - RODRIGUEZ Targeting Professional Learning

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Western Governors University *

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D182

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Industrial Engineering

Date

Apr 3, 2024

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docx

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Uploaded by DeaconWater17686

1 Targeting Professional Learning Allison Rodriguez MSCIN Program, Western Governors University D182: The Reflective Practitioner Toni Hernen December 3, 2023

2 Introduction I teach high school students daily life skills in the self-contained setting at a Title I school. In addition, the majority of my 53 students receive special education modifications and accommodations in order to gain understanding in the classroom. Sam Houston High School is the only Title 1 high school in Arlington Independent School Districts, several students are homeless, having a language barrier that effects their communication, or struggle with poverty. In addition, factors that challenge current learning include differentiated instruction. Implementing EBPs The IRIS center states evidence-based practice are composed of skills, techniques, and strategies that have been proven to work through experimental research studies or large-scale research field studies (“IRIS | Page 1: What is an EBP?”). The implementation of evidence-based practices (EBPs) contributes heavily to the achievement of a goal due to the evidence and research that has proven the practice effective in an educational setting. Evidence-based practices can be as simple as scaffolding instruction to students, which is beneficial and suits the needs of struggling learners. Bryan cook states, “ it’s our professional duty as educators to use what is most likely to bring about improved student outcomes. And if you believe, as I do and most educators do, that multiple high-quality experimental research studies are the best way, the most reliable way, to determine whether something works then evidence-based practices just give you the best bet that a practice will work. ” ( IRIS | Page 2: Why Educators Should Use EBPs , n.d.) Types of Professional Development High-quality professional learning is made up of specific content and standards, incorporates active learning, is collaborative, provides models, includes coaching and aligns with

3 school goals. In order to incorporate professional learning and development into my daily instructional routine, I would attend webinars provided by Arlington Independent School District, professional learning communities (PLC), and mentorship. These are some examples of professional development educators are able to attend in order to learn new skills, strategies, and practices that are research and evidence based. As a special education teacher, I am a lifelong learner, always looking at ways to teach students. Effective professional learning not only has the potential to improve both teaching and student outcomes, but can also be effective in recruiting and retaining teachers. According to research, high-quality professional learning (Regional Educational Laboratory Program (REL): Pacific, n.d.). Additionally, teaching new educators methods and practices through mentorship sets a strong foundation for evidence-based learning. Justification The first type of professional development that will help me develop evidence-based practices is having the ability and opportunity to attend webinars. Arlington Independent School District along with other districts, offer the option to attend an online live session instead of traditional professional development approaches. Some of the professional development webinars will be pre-recorded and asynchronous are tailored to educators who are busy and allows them to learn asynchronously. Oftentimes, webinars are usually themed around a specific topic. For instance, a webinar I recently attended centered on creating a positive classroom environment through visuals. Webinars are collaborative, with participants from across the district with similar job aspects. A webinar benefits instructors and students by facilitating learning through active engagement rather than passive inclusion, ultimately helping everyone reach their full

4 potential (Ohiri, 2023). This supports the ideals that webinars whether it is synchronous or asynchronous, allow educators to engage and actively learn. The second method of professional development that would assist in incorporating evidence-based practices include professional learning community (PLC). A professional learning community (PLCs) is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and academic performance of students (Sabbott, 2014). PLC’s allow teachers and aides as well as support specialist to share concerns, improvements, and engagement that supports the idea of evidence-based practices. PLC meetings provide engagement with educators by modeling, observing, questioning and implementing new strategies in the classroom. My third method of professional is mentoring. Huling and Resta (2001) states, “the benefits of mentoring programs are substantial for both novice and mentor teachers.” Mentoring is when an experienced teacher or support specialist provides guidance to a novice educator. Mentoring ensures that novice teachers receive support to improve teaching skills and enables educators to ask questions and gain support. Professional Goal My professional learning goal is to improve engagement with unfamiliar recipes in my culinary classroom. As a special education teacher, I deal with several students who need constant intervention in order to complete a recipe, assignment, and lesson. By having this professional learning goal, I will be able to engage and support students of all levels. Scaffolding

5 instruction with evidence-based learning practices increases my ability to engage students with unfamiliar material, giving feedback and positive criticism when needed. Plan for EBP’s Two Evidence-Based Practices Two evidence-based practices I plan to implement in my classroom to support my goal of improved engagement with unfamiliar recipes through show & tell and feedback . Research shows that evidence-based teaching strategies are likely to have the largest impact on student results (Killian, 2016). Based on Killian’s article, I believe that evidence-based practices with improve student learning through the two strategies I chose. Implementation of First EBP: Show & Tell The first evidence-based practice I will implement is Show & Tell, a specific teaching strategy grounded in the idea that novice learners learn best with explicit instruction (Killian, 2023). I plan to implement the first evidence-based practice by modeling instruction on an unfamiliar recipe; I will start by using visual based recipes in the classroom to expose new vocabulary and differentiate instruction by simplifying steps to students. After modeling (I Do) the recipe, students will use the steps from the recipe to check for understanding (We Do), I will go around the kitchen area with my aide to scaffold and guide scholars as they follow with the steps I modeled. The final step of the lesson includes students answering three short answer questions (You Do) to recall the steps of the recipe. Using the I Do- We Do- You Do Model. Using this model helps all students to master what they need to learn and suits novice learners (Killian, 2015).

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