Professional Development Survey Paper

plan for, monitor and reflect on their professional development. Learners will then be able to investigate and

This object of this assignment is to identify what personal and professional development is, if there is any difference between personal and

The author performed two separate interviews face-to-face, selecting two individuals with different backgrounds in order to obtain unique perspectives. The first interviewee, named Jennifer Hodge, works for Allen ISD as a special education teacher for a self-contained DEAR (Developing Early Academics Readiness) class for students in kindergarten through sixth grade. In addition, her experience includes teaching for 22 years, with seven of those years teaching students with disabilities in both self-contained classrooms along with resource and inclusion environments. The meeting to discuss psychoeducational testing occurred in Jennifer’s work place during her conference period over a 45 minute period on Friday, August 28, 2015. The second

The biggest area of need I identified from the survey and discussed with my administrator was the ongoing, “formal, extensive” professional development in

There are three main stakeholders for special education students being; parents, educators, and school district officials. Communication between these three groups of people will allow for better understanding in regards to plans and programs for students (Hughes, 2015). It also allows for everyone to learning new things as a group and ensure that all students are going to receive the best education throughout their years in a public school. Not only will current students benefit from the gathering and consulting of parents, teachers, administration, and others district school officials but all future students with exceptionalities as well. Every student is different and every school year there is a different issue that can be faced, however with proper consulting there is a higher chance of these students leaving at the age of twenty-one with skills and knowledge to become a member of

Narrabundah is located in the inner south city of Canberra, ACT. The ACT Government acknowledges the Ngunnawal people as traditional custodians of the Canberra region (ACT Government,2010). We acknowledge the Ngunnawal custodians of the land and recognize their continuing connection to our community and pay our respects to them, their culture and to their elders past and present. The Canberra region has also been identified as a significant meeting place to neighbouring clans including the Ngarigo, Wolgalu, Gundugurra, Yuin and Wiradjuri people (NATSICC, 2016).

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.

The data gathered from our needs assessment indicates the following strategies: First, applying more training will help address assessment needs and develop additional competencies. Training is a good approach that promotes professional development

The Programming Mechanics and Mindset course adopts PeerWise as a part of its development to engaging students who are learning about programming and to help instructors track student progress outside the classroom. However, there are some drawbacks in this professional development initiative, which are addressed in the Instructional Objectives, Instructional Strategies, and Assessment of Instruction. These hinder student achievement. Ultimately, the professional development initiative is completely unsuccessful.

• Students habituate the patterns, demeanors learned in the classroom to academic and professional life.

When an individual reaches the point where they believe they have found all the answers, they have stunted the ability to grow personally and professionally. There never ceases to be opportunity for reflection, constructive feedback, and areas of improvement in an individual’s life, especially when it comes to professional development. An important piece to this idea is knowing when and how to identify these needed skills, understanding how their development will align with accepted professional standards, and developing an action plan to attain identified skills.

The students: Latasha, Olivia, Octavian, and Kenny, that participated in the study were all fourth graders in the same general education class and were also in the same pull out special education class (Craft, et al, 401). They were between the ages of 10 and 11, had spelling an reading levels on either a grade 2 or Grade K and received regular instruction from the same teacher for “…homeroom, social studies, science, and health…” (Craft, et al, p. 401). The general education teacher had almost 30 years of teaching experience and special education teacher, also the main author of this article had four years of teaching special education students (Craft, et al, p. 401). One of the participants, Kenny, had multiple absences during the study and

The design proposed to evaluate staff development is a process design using a convenience sample. The methods associated with this component include a document review of professional development meeting agendas, minutes and attendance sheets, a staff manual, completed personnel feedback forms, staff evaluation, copies of resumes that align with job postings, and the number of professional development hours and topics provided to staff. Most of this information will be obtained during site visits in the fall and spring. Most of the documents required are also listed in the observation checklist that evaluators should request during their site visits (Appendix E). The observation checklist was created to support a comparable funding stream 21CCLC. This list was created by the 21CCLC Grant Management Team based on the New York State Education Department site monitoring form and New York State Afterschool Network (NYSAN) QSA Tool. The New York State Education Department monitoring form is used to by NYSED to monitor and

My professional development plan is to grow as a nurse by obtaining knowledge through school and daily life and work experiences. In five to 10 years, I will be able care for patients and their families as a nurse practitioner. Setting short-term and long-term goals will help guide through the journey to transition into the role of professional nursing and provide new opportunities for the future. Beliefs and values influence the decisions or choices people make in their personal and professional lives. My philosophy of nursing incorporates my beliefs and values, which includes being an advocate for patients and

This project is unique since more research is needed in the area of professional development of faculty and teachers and very little has been done related to IMPACT (Yost, Vogel & Rosenberg, 2009). Surveying teachers by asking their opinions of training sessions at the close of the session is how most of the research conducted in the area has been gathered (Lawless & Pellegrino, 2007). Measuring effectiveness, the long-term opinions, determining if increases in learning occur, or even understanding what methods works better than others are relatively unknown without a broader base of research (Lawless & Pellegrino, 2007). Evaluating professional development requires the content of the professional development be examined and to determine if the training had an impact on teaching and learning (Lawless & Pellegrino, 2007). The trend away from quick, one time technology based workshops supports the belief the best professional development activities happen over time and instructors are given time to follow-up, question, and relate to pedagogy (Lawless & Pellegrino, 2007). Faculty bias and perceptions of professional development has been very slow to change (Nicholls, 2001). Teaching with technology integrated has also been a slow adoption process for instructors