Guidelines, And Standards For Professional Development

Building relationships and collaboration is essential to being a literacy coach. A key ingredient for serving as a successful literacy coach is the ability to apply adult learning principles, because coaches need to be able to provide the best possible professional development for teachers. Coaching is not linear, but rather a process of working with teachers that did not necessarily translate into a “quick fix” for higher student achievement scores. (Kristine Tucker) The first standard of skillful collaboration, for middle and high school literacy coaches should be to develop a school-wide literacy team to conduct a literacy needs assessment. It is important to develop a cohesive team of people, which will work towards a common goal and will enforce literacy practices across all content areas. Literacy coaches primarily work with teachers

Guskey (1986) and Hashweh (2004) describe professional development as a systematic attempt to bring about change. Guskey (1986) and Griffin and Barnes (1986) specifically describe the change components: (a) change in the classroom practices of teachers, (b) change in teacher’s beliefs and attitudes, and (c) change in the learning outcomes of students. When developing his model, Guskey (1986) questioned the order of these components.

Professional development is the development of new or existing skills, knowledge and aptitudes to improve one’s marketablilty, portability, performance and self worth (McKellar, 1996). This paper outlines my top three professional goals, resources required for achieving these goals, and a resource constrained schedule. The strategic formulation of my goals, required resources and schedule coalesce to form my Professional Development Plan (PDP). The first goal is a short term goal required for financing the second goal which is my medium term goal. The final goal is a long term goal that is loosely coupled with my second goal.

The role of a literacy coach is to work with struggling readers, assist the classroom teacher in terms of teaching literacy, model and assist with various components of the literacy block, and help the teachers grow in their knowledge and teaching of literacy. It is also important that the literacy coach is very knowledgeable about literacy, so they are able to help classroom teachers and struggling readers. The literacy coach should work hand in hand with the classroom teachers for each grade level to develop a curriculum that is age appropriate, covers all of the required standards, and engaging for the students. In order for students to be successful readers and writers, they must get a strong foundation in kindergarten and consistently build upon that foundation with each grade level. The literacy coach needs to provide ample professional development

Rely on utilitarianism Nirmal whether pick way b. Comparatively concerning illustration this might make best situation those put incredible number for people would been benefited in this movement might be morally straight on the effects might substantial similarly this methodology make That's just those tip of the more employments.

A literacy specialist role has a leadership component that requires expertise knowledge in the areas of assessment and research data. Through this knowledge and understanding, they can help students, teachers, and schools set literacy goals and actually accomplish them. Research states, “Schools that have literacy coaches or a literacy specialist, who is involved in setting literacy goals and accomplishments, promote teacher and student literacy improvements and achievements (Journal of Language and Literacy Education, Volume 3,

Smith (2012) explains that the purpose of this research study was to add to the research already conducted on middle school literacy coaches’ perspectives on coaching roles, teacher change, and student learning. This information was clearly stated in the

As a new literacy coach at a middle and high school level, it is important to first outline your role as the literacy coach. The first things I would do is communicate with the teachers across those grade levels. I would have a meeting with those teachers that clearly outlines my roles and responsibilities as the literacy coach. This will help the teachers to understand what I will be doing and the process in which I will be completing observations and coaching. During this meeting, I would be sure to capture the attention of the teachers in order to make them feel engaged in the process. I would also discuss their role in the professional development and open the meeting up to discuss any concerns or feedback they may have. It will also

The group members of Learning Team A took a DISC assessment to determine their personality types, strengths and weaknesses, and areas needing improvement. The members of the group are (your name). The Professional Development Plan will describe the strengths and weaknesses of each personality type, characteristics each type share and characteristics that could cause conflict, and how each type can work together. Along with showing how I the manager can better my ability to lead the team.

Today is the last day of my 15-unit TESOL certificate program at UCR extension. Quite proud of myself that I have successfully completed 25 units through the spring to the summer quarter. There were a lot of struggling and hardship during the past 5 months, but eventually I overcome all of the difficulties and received my certificate. Therefore, I will not stop chasing my dream of switching the career to education.

Professional development is a requirement in order to guarantee that current teachers are able to provide students with the tools necessary to succeed in school. For years, professional development has been limited to mandating that all teachers receive the same, exclusive training methods. Research has

Meeting with district and building based literacy coaches to meet the needs of new teachers.

Professional development is defined as an ongoing trainings, activities workshops, coaching or learnings that help an employee gain skills related to his or her job responsibilities. In education, on-going professional development is a vital step to ensure that teachers are equipped with best practices to prepare students for the future. According to Billingsley (2005), “Professional development goals needs to emerge from the needs of needs of teachers” (p. 96). As such, the use of surveys and interests polls is encouraged to determine the needs of teachers. After identifying staff needs, it is crucial for a leader to plan and execute trainings aligned with Adult Learning Theory to increase engagement, generalization and skill application.

The widespread adoption of the Common Core State Standards (CCSS) brings new ideas about instructional content, teaching and learning, and curriculum sequencing and organization to classrooms across the United States. The standards differ notably from previous state standards, particularly in mathematics (Cobb & Jackson, 2011; Porter, McMaken, Hwang, & Yang, 2011; Schmidt & Houang, 2012). During times of reform, schools and districts often turn to professional development (PD) providers to support teacher learning (Little, 1993). Professional development providers comprise a wide variety of professionals, all focused on offering teachers learning opportunities to improve their professional practice. With adoption of the CCSS, it is likely

In this article Kennedy and Shiel (2010) examines the use of professional development in disadvantaged urban schools so that literacy levels can be raised. Working in a Title 1 school that is in an urban community, I find the literacy levels in our student to be low. However, since the embedding of proper professional developments, our schools literacy level has elevated beyond measures. Kennedy and Shiel (2010) explores “a multifaceted, collaborative professional development intervention that uses a range of strategies, tools, and methodologies and raises literacy standards can offer teachers greater instructional self-efficacy and deeper knowledge about how to implement a research-based, balanced literacy framework while also responding