NSDC Standards Of Professional Development

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

Yes, we are required to supervise by law; but, it is more important that school personnel value the benefits of a safe, well supervised school. Helping my staff to understand and believe this basic premise is the key to successful implementation of a supervision philosophy. Teachers are professionals. As such they should be involved in the design and implementation of a supervision plan. The role of the administrative staff is to guide and support them. Although the principal is the leader of the team, it is important that school staff see him as a leader who needs and values his staff. Working together, a principal and staff can provide appropriate supervision for a safe and productive educational experience for

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Roberts, S. & Pruitt, E. (2003). Schools as Professional Learning Communities: Collaborative Activities and Strategies for Professional Development. Thousand Oaks, CA: Corwin Press.

r. P1) The classroom teacher is crucial to the development and academic success of the average student, administrators simply are ancillary to this effort.

Professional development refers to the acquisition of skills and knowledge both for personal development and for career enhancement.

According to Jaiana and Whitford (2011) No Child Left Behind outlined a provision to acquire teachers of high quality to deliver instruction. Likewise, the National Board for Professional Teaching Standards contends the best way to improve schools and to impact student learning is to strengthen teaching. Successively, the National Board for Professional Teaching Standards (NBPTS) was established in 1987 (NBPTS, 2013). The NBPTS is a nonprofit nonpartisan organization, with a 63 member board of directors, consisting mostly of teachers. The key role of NBPTS is to improve schools by strengthening teaching through a three part mission: high and rigorous standards for what accomplished teachers should know and be able to do, to develop and operate

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

All professional development experiences should be: based on an assessment of need; generated from outcome objectives; planned for successful, progressive learning; and evaluated for attainment of delineated outcomes. A variety of methods, settings, and types of experiences should be employed to best meet the acquisition of new knowledge, skills, and abilities.1

The Volusia County School Board has sought to improve teacher performance and student learning with the introduction of the Professional Development System. This system encourages teachers to engage in continuous professional learning to increase their

“The principal must communicate a clear vision of instructional excellence, provide feedback to teacher through both the informal and formal processes of supervision and evaluation, and, finally ensure continuous professional development consistent with the goal of high student achievement for all students” (DiPaola and Hoy, 2014, p. 20). Supervision of teachers is a major responsibility for principals and it has a significant impact on school climate and student achievement. The supervisory process itself is very complex and requires principals to differentiate supervision styles from teacher to teacher. The purpose of this paper is to describe my first supervision experience that took place during the Fall 2016 semester at Rural Retreat High School.

As assistant principal she responsible for student discipline. She feels strongly that a major responsibility as an administrator is to support the teacher. Sain encourages each teacher to do their due diligence to keep the student in the room to receive the instruction, but also expect them to keep control in their room. When a teacher has exhausted reasonable efforts to keep that

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.

Learning Forward (2015) is an organization formed to “build the capacity of leaders to establish and sustain highly effective professional learning” (para. 1). While creating a definition of professional development, seven key standards were identified for effective professional learning. These standards include:

“There is an unequivocal correlation between student achievement and teacher quality.” Direct supervision and evaluation of teachers should effectively address teacher quality, and thereby effect student learning and achievement. Bret Range, an associate professor of educational leadership at the University of Wyoming has written two papers and maintains a blog related to teacher supervision. His research indicates, “the key to teacher development lies within well-planned teacher supervisory activities.”