Characteristics Of Effective Professional Development

A general population third grade class was observed to further understand the psychological aspect of teaching. The Title I school classroom observed has sixteen students, eight girls and eight boys, and is almost entirely made up of students from a low socioeconomic status (SES). The desks are arranged with one big horseshoe and two rows of desks inside the horseshoe shape. The teacher has made adjustments to seating assignments and layout due to student behavior and feedback. The class is made up with students eight to nine years old with two students repeating the third grade. Snowman and McCown (2012) highlight that students in this class would be in Erikson’s fourth stage of psychosocial development, industry

Professional Development measures the degree to which teachers value continuous personal development and school-wide improvement.

The “most critical elements of teacher professionalism can be classified into three categories: attitude, behavior, and communication” (Kramer, 2003). Other aspects of professionalism are punctuality, engaging with other teachers, respect, and appearance. A classroom where the teacher is badmouthing the school and staff that is not a good attitude for a teacher. It is important to “respect colleagues as fellow professionals and maintaining civility” (MCEE, 2015). When the teachers are in the breakroom talking about oh you got Johnny in your class well, he is a bad student. That displays a terrible attitude towards the students. Teacher’s need to model positive behavior for students, in the classroom there will be modeling of positive behavior for the students. Teachers need to “respect students by taking into account their age, gender, culture, setting and socioeconomic context” (MCEE, 2015). When teachers are talking, they need to “maintain appropriate confidentiality with respect to student information disclosed by or to parents/guardians unless required by law” (MCEE, 2015). It is very easy for anyone to eavesdrop on a conversation that was not intended for them. Then if a parent hears because they are friends with another staff, it gets out of control. Then before a teacher knows, they are in the principal’s office with a furious parent. Teachers are developing the mindset of students, and they need to have the professionalism to model in the right

Using Glickman (2014) as a reference point, there are two types of opportunity for learning that could be used to make staff development meaningful to teachers: integrated school-wide staff development and individual professional development. When using an integrated school-wide professional development, "it is critical that all members of the school community provide input into the school wide professional development goals” (Glickman, Gordon and Ross-Gordon, 2014). Moreover, the administration must provide an expansive objective for professional development so that all participants can adopt it and stay consistent with the school’s objective. A perfect example of a school-wide professional development would be addressing student discipline (Glickman et al., 2014). While certain groups of teachers might want to compare their decision with other schools, other groups could choose ”to attend a training program on effective discipline” (Glickman et al., 2014). When using individual professional development as an opportunity for learning, it is significant to consider the teacher’s personal input to the school-wide

Introduction: Mr. Nichols thanked everyone for attending. He explained why the subcommittee was developed; the goal is to have a workable plan ready for the fall. Mrs. Everly thanked Mr. Nichols for his leadership on the Board, and by bringing this conversation to the table, we can only get better. At the administrator meeting last week with Mrs. Joseph, administrators talked about the communication issues within the discipline process that need to be worked out; there is a need to tighten up communication between the office and teacher. Mr. Nichols noted that central office administrators have already been working very hard on this subject, but he thinks it is important for administrators to receive input from teachers and parents.

At the end of the first training session, teachers would know what the school-wide expected behaviors and the incentives for the desired behaviors. The teachers would also know the Intensity I behaviors and the corrective actions for and consequences of those behaviors. The staff would receive training in how to administer those corrective actions properly. In a large group setting, the teachers would receive handouts and a classroom poster of the behavioral matrix. The administrator would then show a PowerPoint presentation on the Intensity I behaviors, briefly explaining each. Then the administrator would speak about possible corrective actions, making it clear that the teacher action can vary from student to student; the action is chosen by the teacher to achieve the desired result from that child as quickly as possible. This portion of the profession development would last thirty minutes. The staff would then break into small groups to role play responding to the Intensity I behaviors. For this activity, each group would have slips of paper with an Intensity I behaviors on them. Each teacher would pick a behavior at random to act out, while another teacher in the same group would have to respond to that behavior. The teachers could then provide feedback to each other. This portion of the professional development would also take thirty minutes. Then the

Menter, I., Elliot, D., Hulme, M., Lewin, J., & Lowden, K. (2011). A Guide to Practitioner Research in Education.

He found that the advisory system, personal learning plans, student-based learning, classroom management, and behavior were areas that needed improvement (p. 9). At this point, teachers still did not have a concrete schedule and were challenged with behavioral problems and working with a diverse group of students. The teachers felt part of the problem, was not having a seasoned teacher in the school nor a formal discipline plan. Behavioral challenges continued to be a problem throughout the school year. Even though the district reimbursed the school for the services of a psychologist, a speech therapist, and a nurse, they were part-time and not on-site when situations arose (p.

One of my roles for the college is that of providing professional development in the form of workshops and individual instruction for teachers. In doing so, I have had developed a set of criteria that I feel makes professional development the most beneficial to the teachers.

Implementing developmental concepts and theories in a classroom can increase student achievement. Success within a classroom starts with the success of a teacher. According to Barbara Blake and Tambra Pope, “teacher must develop a better understanding of their students’ cognitive development, which will lead to the needs of the whole child being satisfied.” (Blake B. & Pope T., 2008). Educators must comprehend how an individual’s mind processes information from thinking to perceiving to remembering to learning. Grasping the comprehension of a student’s mental process and constructing suitable lessons, “using developmental instructional techniques, teachers have been able to increase the test scores of children in public schools.” (Blake B.

The purpose this study is to evaluate professional development programs on after-school programs. The professional development program was 15 weeks that include topics like student-staff relationships, classroom management, decrease serious discipline events and help teachers with cultural responsiveness. Participants were seven after school staff members who observed before and after their 15-week professional development program. Data were collected through in-person interviews, pre and post surveys, observation of four classrooms, student achievement gap and student discipline records. The findings show that teacher would like to be provided more culturally responsive training to help them with all their students. They thought that majority

Christopher Dunbar writes an insightful and engaging article which explores the process necessary for moving away from inappropriate to appropriate behavior. Dunbar examines the psychology of bad behavior and the importance of functional assessment to ascertain the reasons for student misbehavior. This proves to be a critical step in the process of establishing an effective classroom management plan. The document also provides steps for evaluating a teacher’s management style and provides a step by step guide to establishing a functional assessment and behavior support plan. Dunbar’s work can be used to devise a well-organized and successful classroom management

This week I had the pleasure to interview Barlow School principal Mr. Aponte. We discussed, analyzed and evaluated his school’s professional development program. Through the conversation we were able to discuss all the requirements that need to be taken in consideration when creating a PD program. We were also able to analyze his role as instructional leader, teachers’ role, the alignments of the PD to the Continuous Plan, the need of research based for instruction, as well as delivering and evaluating of the PD. I was surprise to learn that in there are many parts of the professional development program puzzle. Indeed, I learned that in order to create better learning opportunities for all learners, the school instructional leaders need

Professional development principles Ben embraces are Rigor, Relationships, Relevance and Realness. Mr. Rhodes continually emphasizes that work needs to have relevance and rigor in assignments and that the relationships teachers build with students is essential for success. Specific content used for staff development goals are Glenn Singleton’s work (Equity), National Achievement Gap, High Performing Schools, 90/90/90 Studies, 21st Century Skills, Marzano’s Instructional Strategies, and Heidi Hayes Jacobs’ literacy work. A variety of activities for teaching new skills to teachers occurs throughout the year. These include study groups, guest speakers, ERO (staff development classes), open classroom visits, master teachers sharing best practices in literacy, differentiated instruction, , math, and culturally responsive teaching, conference opportunities, mentors, district content area inservices, building inservice days, monthly district content area meetings, partnerships with universities, Collaborative Action Research for Equity (C.A.R.E.) cadre, and monthly building equity meetings. Mr. Rhodes uses the district Teaching Learning Cycle (Plan-Teach-Monitor- Adjust) to evaluate and assess the learning goals and make improvements. Ben also meets with Ben and the leadership team about the goals and creates the timeline to provide training and analyze progress. Evaluation of the learning goals using the SIP (as a living document) and individual goals are important

In class earning a reward was an outstanding attachment to a young child because it meant that they were being recognized for completing a task correctly. The article defines rewards as being systemically involved in classroom management programs. However, Kohn presented information stating that rewards aren’t necessary because they could damage relationships and doesn’t address the reason for misbehavior. In order to begin the process certain areas generally need to be altered such as constituting emotional intelligence (see Salovey, Mayer, Goldman, Turvey, & Palfai, 1995) which often requires the involvement of a professional development activity.