Long Term Effects Of Impact On Classroom Instruction

According to some estimates, at least five million students miss nearly a month of school every year. Some research shows that missing just eighteen days out of the school year-- or two days out of every month-- can bear negative results on a student’s academic performance. And in the U.S., an estimated one-hundred-sixty-four-million school days are lost each year due to sickness among kindergarten to twelfth grade students. Though the average student misses four and a half days of school each year due to sickness, students with chronic or marginalized illnesses and conditions are at risk for more absences and overall lower academic performance. It is obvious, then, that chronic poor health affects student learning outcomes.

Administrators are challenged to develop professional development programs for their schools with the ultimate goal of addressing student achievement through improving or reinforcing current teaching practices. Unfortunately many administrators have a difficult time navigating the complicated process of deciding what needs to address as well as how to address them. In his article, “Leadership for Effective Change: Creating Intentionality Using Staff Development”, S. Michael Putman addresses how the Intentional Teaching Model (INTENT) gives administrators an almost step-by-step guide for developing professional development opportunities and activities to achieve their ultimate goal: student growth and achievement. The INTENT model is broken down into four interdependent phases: examinining the beliefs of the participants, identifying and establishing goals, deliberately modifying instructional practices, and consitatantly demonstrating goal aligned behaviors.

Professional development has been described as “ongoing learning opportunities available to teachers and other education personnel through their schools and districts.” (Editorial Projects in Education Research Center, 2011) It is a concept that is very common in the field of education. Some educators participate in it for continuing education requirements, some because it is mandated my administration, and others on a voluntarily basis to enhance their instruction and keep abreast of new best practices. Whatever reason educators have for engaging in professional development opportunities, it is a necessary part of any efforts to improve or reform a school. The CT State Education Resource Center (SERC)

Professional development is any type of learning opportunity that a person goes through, it can range from college degrees to some formal coursework or conference attended and any practical experience acquired in the performance of their job. Coaching, lesson study, consultations, seminars and workshops are some of the ways one attains the desired professional development ADDIN EN.CITE Penuel20071187(Penuel, Fishman, Yamaguchi, & Gallagher, 2007)1187118717Penuel, William R.Fishman, Barry J.Yamaguchi, RyokoGallagher, Lawrence P.What Makes Professional Development Effective? Strategies That Foster Curriculum ImplementationAmerican Educational Research JournalAmerican Educational Research Journal921-9584442007American Educational Research Association00028312http://www.jstor.org/stable/30069418( HYPERLINK l "_ENREF_5" o "Penuel, 2007 #1187" Penuel, Fishman, Yamaguchi, & Gallagher, 2007). Reasons that lead to people participating in professional development are various and diverse; career progression, professional competence maintenance, due to new technology, lifelong desire and interest, and as a compliance to a professional organization ADDIN EN.CITE Lawless20071188(Lawless & Pellegrino, 2007)1188118817Lawless, Kimberly A.Pellegrino, James W.Professional Development in Integrating Technology into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and AnswersReview of Educational ResearchReview of Educational

Professional development is a very important aspect for all teachers to spend time with. I learned one good method in my internship.

Much of the research on professional development focuses on determining the features that make professional development effective—that is, which features of PD engender changes in practices in the classroom and the impact student outcomes (Knapp, 2003). This stream

This literature review was started in an effort to examine the question: Does online professional development provide a better learning environment and opportunity for involvement? Professional development is critical for educators to have opportunities to keep up to date on research, technology, curriculum, and personal

According to the intervention training in the study, change started with professional development; it was guided by instruction specialists and used an online professional development program for algebra I teachers, as well as other resources. The program was intended to improve both the algebra I content knowledge and research-based instructional practices. It begun with orientation and instruction in a hybrid format before moving to a distance format. The teachers received online training sessions with the purpose to share their successes and challenges to improve their understanding, and ability to implement recommended instruction practices.

Chapter four will provide an analysis of teacher and administrator perception of professional development based on the results of the Standards Assessment Inventory 2. While many studies have been completed analyzing perception of professional development, there is a lack of data specifically related to STEM teachers. In addition, little data exist that compare STEM educator perception of professional development to administrator perception of professional development or analysis of perception according to certification pathway. This research sought to answer the following research questions: is there a difference between STEM teacher perception and administrator perception, and are there differences in perception of professional

The purpose of this study was conducted to determine significant trends in classical school tradition. However, it was also done to provide collaborative insight of ways that teachers could communicate within workshops to help students in the classroom through professional development. Teacher professional development is far more than workshops, but more so a system design to continue education and growth of our teachers within the school districts.

The focus of this paper is to analyze the supervision and evaluation of teachers at my Catholic school, and suggest a model program that better meets the needs of all teachers, regardless of their years in service. My experience teaching at the same school over the last 15 years indicates that supervision and evaluation of teachers is either a perfunctory task, or designed as a “gotcha” activity. In either case, there is never the expectation that the teacher and the administrator will collaborate to ensure teacher professional development, and no one would call it a meaningful process. Research shows that teachers do not become better teachers based on passive participation in an evaluation process they do not value. Charlotte Danielson (2010) argues that professional growth occurs only when teachers engage in “self-assessment, reflection on practice and professional conversation.” (p. 38).

The purpose of the study is to access the impact of a year-long faculty development program (FDP) designed for pre-tenured faculty on participant approaches to teaching. The guiding questions are: (1)

Providing teachers with access to resources that support the strategies learned during professional development is imperative for effective implementation (Schramm, 2006). Increasing teacher exposure to educational resources, benefits both the teacher and the student. However, in-order for resources to adequately meet the need of the teacher and student, professional development must be provided on effective use and implementation.

According to Linda Darling-Hammond (1997), regular opportunities, in the form of professional development, must be given to teachers so they learn from on another. Professional development gives teachers a chance to up date, how children learn, new technological tools for the classroom curriculum resources that are new. Ongoing professional development is collaborative, experiential and trains teachers to connect and derive new knowledge from interacting with their students and learning about their culture. Consistent profession learning of teachers is a factor in the determination of quality teaching. Research shows that professional learning affects student learning and achievement.If we are to be a quality school with expert teachers “that is teachers who know a lot about teaching and learning and who work in environments that allow them to know students well are the critical elements of successful learning” (p. 8).

The professional development session I presented to two colleagues and mentor principal was revised and presented again to attain a stronger effect. The presentation centered on the inclusion of technology into the curriculum to gain more interest from students. The presentation also aligns with the school mission and vision, which is "We believe that every student who comes to Prairie will grow in his or her knowledge, skills, and experiences to achieve academic excellence" (PMS, 2017). The school currently has multiple teachers not taking advantage of the technology in the building, and more professional development around that area will help teachers feel more comfortable with using technology in their classrooms. I began the presentation by giving the fact about the need for more technology in the classroom. I then started to talk about youtube and google slides websites, in summary. Next, I went through the registration process and primary functions of each site. As the teacher navigates through the website, I answered any question they had. Next, I showed them my finished product of the two websites and gave the group student password and username blank sheets and information on how to navigate through both websites. Finally, I gave the participants evaluation forms to fill out.