Effective Professional Development Paper

Professional development is an opportunity to reflect, share common goals, support each other as well as learn from others knowledge, expertise and experience. Regular supervision and training of staff can lead to reduced sickness and absence, it can improve the service that they

Based on the Georgia Department of Education, Georgia has a new way of evaluating all of its teachers. Beginners teachers are held with the same standards as tenured teachers. The evaluation is through Teacher Keys Effectiveness System (TKES) which is consist of three components which gives to an overall Teacher Effectiveness Measure (TEM). First component is Teacher Assessment on Performance Standards (TAPS). The second component is Surveys of Instructional Practice (student perception surveys). Lastly Student Growth Percentile and Student Learning Objective. (SGP and SLO).

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

Teachers are rated as developing, proficient, accomplished, distinguished. The evaluation tool, which was updated in 2008 and in 2015 standard six was added, consist of six total standards. Standard one assesses teacher’s leadership skills. Teachers must demonstrate leadership in their classroom and in the school. Teachers must demonstrate their ability to improve the profession, advocate and assist with implementation for positive change in policies and practices affecting student learning. all while demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. For standard two teachers must demonstrate their ability establish a respect environment for a diverse population of students which involves nurturing relationships with child, embracing diversity in all forms

Professional development is the systematic and comprehensive approach to continuous learning that will ensure employees remain abreast and current in their field, enhance knowledge and skills, and engage in activities that will contribute to the sustained growth of Catawba Valley Community College. Each employee is responsible for developing an annual professional development plan that aligns with the Catawba Valley Community College short and long term

This paper will attempt to identify my development plan starting with the beginning of my nursing career. The purpose of the paper is to determine my growth and professional goals by outlining my individual accomplishment's and career progression.

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

In 2013 the Englewood public school system adopted the Danielson framework to evaluate teachers. Prior to the Danielson framework teachers we evaluated through a district created evaluation system. The change to the Danielson evaluation too was very tumultuous as the administrator as well as the teachers had to become acclimated to the new method. Unlike the previous measurement tool Danielson divided teaching practice into four domains. Each domain address different aspects of teaching practice that once achieved is supposed to resulting in more effective teaching and higher student academic achievement. Each domain has a level

Holding educators to student performances on standardized tests is a current trend being utilized by state and local school boards, but the standards to which teachers are being held are vague and leave teachers lost on how to improve their craft. In 2013, the Bill and Melissa Gates Foundation funded a study of current teacher practices in order to identify effective strategies linked to increased student achievement. The data obtained from the study lead to discussions surrounding the current teacher evaluation process. Those discussions have led to a realization that evaluations tied to specific teacher feedback appeared to have greater impact on teacher improvement and as a result, increased student achievement (Goodwin & Hein, 2016). In the search for any artifacts involving the formalization of teacher evaluations, one article provided a guideline which state and local educational governing bodies could use when creating evaluation criteria for teachers. According to the findings cited in the article, “developing a comprehensive teacher evaluation system is far from straight forward [and] policymakers should make every effort to ensure teachers are being evaluated fairly and accurately” (Hull,

Education reform takes on different forms depending on the goals of reformers. However, most will agree their ultimate goal is to positively impact student achievement. Changes in public education continues to increase teacher accountability, as well as, update curriculum standards and standardized tests. The teacher evaluation system is one focus of recent initiatives. While district implement new teacher evaluation methods, skepticism surrounds its effectiveness, in improving teaching, and comprehensiveness, in assessing the multi-faceted role a teacher plays in the lives of students. I have experienced the good, bad, and ugly of the teacher evaluation system of Shelby County.

Professional development took on a new identity in 2010. The National Staff Development Council (NSDC) began focusing on “professional learning” and rebranded the idea of professional development. “Learning Forward”, as it is now referenced, embraces professional learning that increases the effectiveness of educators and grows all students (Learning Forward, 2011). A new focus on professional learning evolved into the creation of new standards, these new NSDC Standards now focus on educator effectiveness.

In this article, Dana shares her considerations in the Professional Development School (PDS) community based on her experience in the field over 25 years. The author argues the purpose and problems she observed following three issues. (1) University Research versus Practitioner Research, which she claims setting the difference between both research types and making teacher aware should be beneficial to improve their teaching; (2) Inquiry as Project versus Inquiry as Stance, which she suggests that teachers should take an inquiry stance towards their teaching to constantly improve

In the state of South Dakota, the legal requirements of the state and school districts when it comes to supervision and procedures, expectations align with both. The state of South Dakota has adopted the Teacher Effectiveness Model along with any district that is state accredited. This model is based on the Danielson framework, which consists of 22 components, clustered into domains one through four (Danielson, 2007). According to this model, teachers from year one to year three are evaluated at least annually and those teachers year four and beyond are evaluated at least every other year. The state formed a work group made up of teachers and administrators who developed an evaluation instrument that will not only be a tool for administrators to use, but also for teachers.

The PD’S that have and still are the most successful to me are those that fulfill my need or focus on what I enjoy teaching and want to improve upon as an educator. I love any PD on social studies and literacy. It is what I enjoy teaching, but I also yearn to be technology savvy, a competency that must be fulfilled in this growing age of social media. Professional development is great when there are resources to use, time to collaborate with your building staff, teachers from other buildings and the time allotted to process the information presented. When sessions incorporate video clips and activities to motivate and excite, you are more interested. One aspect mentioned in the Mizell article,” Why Professional Development Matters,” is the ability to analyze information presented and share experiences related to the learning.

One Sturgeon Bay High School teacher by the name of Nicole Herbst, works as an educator in the art department, and was open to give her opinion on student-teacher evaluation as well as her concerns. Mrs. Herbst, like many others, brought up the worry of students not taking the assessment seriously. However, she acknowledged and supported the idea, that if the examination was done in the right way, it would be valuable. When asked, should high school students be able to evaluate their teachers? Mrs. Herbst answered with, “Yes, they should be allowed to, but as long as it is set up with different questions, criteria, and the teachers are given the rubric first, that's what we did with college professors. That way, it is fair for the students to think about different areas to score them on, as well as to show what strengths and weaknesses there could be in order for the teacher to get feedback on what could be working or what is confusing with their teaching style. Also, if the teachers know what they are getting graded on, like we should offer for the students, it helps to know what the teachers should professionally focus on more. It helps if the grading is in a survey style and rating system with areas to offer specific comments versus just one flat grade in order to truly be effective.” Her