Long Term Effects Of Impact On Classroom Instruction

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

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

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.

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

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

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

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.

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

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

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).

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 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.

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.