Annotated Bibliography On Professional Development

Unfortunately, thorough research on the impact of professional development on student achievement is limited because it is challenging, complex and expensive to study. Nonetheless, Hoaglund, Birkenfeld, and Box, (2015), conducted a study that illustrated that learning communities are viable tools for providing professional development to both pre-service teachers and current teachers. Their study showed how a group of pre-service teachers and their supervisors participated in a professional experience learning community for two terms prior to the pre-service teacher’s junior year at Samford University in Birmingham, Alabama. Questionnaires and interviews were used to evaluate the effectiveness of the program. The results of the study indicated that all participants valued the experience and consequently were able to gain and identify some benefits of a professional learning community (PLC). Participants specifically reported a greater appreciation of collaboration with more experienced educators as a practical way of solving issues and implementing processes and procedures for increasing student achievement. The activities incorporated within the

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.

In this article, Dana shares her considerations in the Professional Development School (PDS) community based on her experience in the field over 25 years. The author argues the purpose and problems she observed following three issues. (1) University Research versus Practitioner Research, which she claims setting the difference between both research types and making teacher aware should be beneficial to improve their teaching; (2) Inquiry as Project versus Inquiry as Stance, which she suggests that teachers should take an inquiry stance towards their teaching to constantly improve

Lifelong professional development is a cornerstone component of nursing practice, and as such, early integration of professional development habits and strategies is key to excellence in nursing practice. In this paper, I will reflect on my own professional development, explore my role as a mentor, apply Albert Bandura’s nursing theory to my practice, and set future goals.

Professional Development measures the degree to which teachers value continuous personal development and school-wide improvement.

One cannot expect the principal to be the head facilitator of each and every group, therefore trusted instructional leaders must be chosen for each group. Putman calls these instructional leaders, change agents. These instructional leaders, or change agents, work closely with the principal and other key people to create professional development programs and activities tailored to their group’s specific needs. As the change agent, the instructional leaders work closely with the members of their professional development group to achieve outlined goals. Groups would then work collaboratively to discuss and devise strategies to be brought back into the classroom in an effort to achieve the desired goals. One would have to assume that beliefs and goals would have to be revisited regularly and that professional development groups would have to be fluid entitities to accommodate growth and

This paper explores the Professional Development System of the Volusia County School Districts and how they are implemented. It addresses the unique contributions of Charlotte Danielson and how her Framework for Teachers influenced and aided the Florida Educator Accomplished Practices (FEAPs). This paper also addresses Assessment, Volusia Proficiency Model (VPM) and Problem solving techniques currently used in Volusia County Schools. It concludes with the author’s thoughts on how he would implement the knowledge and skills in each of these areas of Professional Development in the teaching and learning process.

Over the past decade, many literary studies has emerged on in-service professional development, teacher learning, and teacher change. The research literature includes mixture of studies including intensive case studies of classroom teaching (e.g, Cohen,1990), evaluations of programs designed to improve teaching and learning (e.g., U.S. Department of education 1999), and surveys of teachers about their pre-service preparation and in-service professional development experiences (e.g., Carey &Frechtling , 1997). In addition, there is a considerable amount of literature describing "best practices" in professional development, drawing on expert experiences (e.g.,

As the newest school in the district, James C. Carter High School is home to 1,231 diverse learners; over 350 of which make up our school’s Fine Arts Academy. Carter High School is also home to seventy-one highly qualified educators who embody the school’s motto of “Students First” and its mission to become the best high school in North Carolina. Carter High serves students in grades 9-12 and is the district’s first and only Fine Arts Academy. The school holds the unique distinction of being the first high school built in the county in over fifty years. Due to this, the school has had significant issues building community support in an area of the county that has strong ties to the older schools in the district. Prior to the implementation of the new Common Core standards and the re-norming of all state assessments, Carter High was 83% proficient, achieved a graduation rate of 90.3%, and earned high growth as a North Carolina School of Distinction. The Teacher Working Conditions (TWC) survey, taken by 100% of the staff, also reveals a culture at Carter High that embodies its motto and school vision. With 92% of the staff that agree it is a good place to work and learn, it is evident that every decision is made with the best interest of the students in mind.

Traditionally, teacher development typically occurs through trial and error in the isolated confinements of each teacher’s classroom with some periodic whole-group professional development (Goddard & Goddard, 2007). Within the past few decades, many schools and districts, including ours, have considered and experimented with Professional Learning Communities (PLC) as an alternative framework in guiding a more efficient development program for their teachers. PLCs are focused on enhancing student learning through developing teacher practices. The concept of PLC relies on using structured collaborative sessions amongst teachers within the school to build internal capacity. Through PLCs, teachers critically reflect on current

While society generally views licensed professional counselors as individuals who provide mental health therapy, their role is much broader. Counselors strive to improve the lives of the population they serve through advocating for their profession, identifying unmet needs within their communities, creating solutions to meet these needs, and advocating for social justice. This may be done on the individual, local, state, and national level. Advocacy can include educating the public regarding the counseling profession, creating solutions to unmet needs in their communities, and lobbying for laws that will provide funding and coverage for mental health care.

The study is relevant in my literature review for developing because the importance of efficacy in teaching is very important in the way teachers view themselves as educators. Hoy and Spero (2005) found that the efficacy of new teachers declines when they begin teaching, largely due to the realities of confronting the complexities of teaching. Understanding and having continuous professional development can benefit teachers and motivate them to continue in their careers. I would more so interested in using a qualitative method versus

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 professional developments help to foster a transformational culture in the institution; subsequently, the concept of ‘we trust each other to do what’s right,’ ‘people go out of their way for the good of the department or organization,’ and ‘new ideas are greeted with enthusiasm’ materializes when access the learning materials and tools that are made available through professional development. Other resources include the library reference materials available for faculty, access to the quality equipment and online resources help to foster a transformational culture.

Appropriate, meaningful professional development and the development of effective learning communities have been cited by several as key components in promoting school change (e.g., Darling-Hammond & McLaughlin, 1995; Hargreaves & Goodson, 2006; McLaughlin & Marsh, 1978; Silins, Mulford, & Zarins, 2002; Wagner, 2001). Recent state and federal mandates require schools that are not meeting prescribed educational standards to enact fundamental changes in instruction and/or organization. This in turn, has led to increased study of the components necessary to enact effective school change (Daly & Finnigan, 2010).