The Importance Of Professional Development

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.

There are different sources and systems of support for professional development; ie Appraisals, development plan, induction, in-house-training, external training and reflective diary.

Our professional development sessions are conducted weekly in a variety of subject areas, and the monthly school-wide session, using interactive reform activities, align with the Danielson Framework for Teaching (Danielson, 2013) to showcase best practices of teachers and to develop grade-level performance tasks, looking at students’ work to provide individual feedback that is aligned with the teaching rubric in order to show academic progress and growth in the target areas of ELA and Math.

Teachers are able to target the learning gaps by developing a plan of action based on the needs for our students. Verbiest (2014) and Hershkovitz (2015) argue data is used to tailor (how we sever students, how we offer support, types of support, what resources we need to invest on, whether we take a student to students needs with our school psychologist) instruction for students in all content areas in an effort to increase student achievement. As a result, the school can provide specific professional learning, support, and resources to teachers based on the needs and areas of weakness of our students (Fox, 2001). As lifelong learners, teachers recognize that their professional practice continues to evolve as they reflect and act on new information. If teachers have information that helps them confidently identify the root of educational challenges and track progress, they can more readily develop action plans that will have a positive impact on their students’ achievement (Halverson et al.,

Professional Development Assignment Rachel Hanson RN Aspen University Teresa Harden FNP February 1, 2016 Professional Development assignment Thesis Statements Explanatory Thesis An explanatory synthesis essay is used to help the reader get a complete understanding of the subject under consideration. The writer has to write the relevant information about a certain topic in an objective (or reasonably objective) and comprehensive way. The paper should be written like all papers, based around a solid thesis, but the purpose is to educate on all aspects rather than persuade a particular opinion.

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

Provided staff professional development on formative assessment, effective lesson planning, Professional Learning Communities, Marzano’s Instructional Strategies, and student friendly learning scales

The primary purpose of this instrument is to collect data on school-wide teacher instruction. The hope is that this data will be analyzed in multiple forms: weekly to drive the instructional conversation, monthly, to recognize an immediate need for professional development at the district level, and ultimately, to analyze the data to identify differentiated professional development needs for next school year. Training will

The professional development also needs to expand. Utilizing the online classroom/communities is one way teachers can get the necessary tools to help their students engage in PBL. These types support will give educators the ability to gain knowledge and support from their peers. It is also an opportunity for them to share best practices. This environment the teachers are learning provides a model for their students whereby the students witness their teacher being engaged and collaborating with their peers, which shows the pupil that their teachers are engaged in their world. ("eduviews: Teaching in the 21st Century," n.d.)

Teachers also are in agreement that members of the school improvement team are not elected (56.7%). Anson high school educators do not feel the current professional development being offered deepens their content knowledge (70.5%). This reflection is in line with the lack of differentiated professional development (70.5%) opportunities offered to staff. Teachers are at various stages of their careers, have a wide variety of content knowledge and an extensive range of teaching abilities. They believe professional development sessions offered should have these unique qualities in mind. Along with providing a variety of professional development opportunities, teachers at Anson high school feel that the professional development evaluations results should be shared with staff (67.5%). This transparency would open the conversation for professional development

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.

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

I feel in all leadership areas the professional development needs to continue. Completion of a doctorate program does not render one an expert, but equips learners with the desire to continue to seek, discover and grow both professionally and personally.

Did You Know? is a professional development feature which provides caregivers with strategies to complement interaction with children. Example—Theme 4 (p. 36): When children ask you a question, encourage them to answer it before you answer it for them by asking: What do you think?” to allow children to organize their thinking as their verbalize their answer.

Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve