Practitioner Inquiry

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

Based on the article the scientist practitioner model conveys what is expected of the average science practitioner when working in the human service field. All the components that would make a well-rounded practitioner were thoroughly explained in the article. This article also raises some controversial issues on what ideal qualities a scientist practitioner should have to become a better working professional as well as to help their clients to the best of their abilities. One of the first issue or component that was addressed in the article was professionals being knowledgeable in both research and clinical practice. I agree with the model stating that professionals should have experience in both because; it is essential to conduct research.

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

The practitioners-scholar approach is the model I plan to follow to pursue my long-term professional goals of working as a consultant. Understanding the distinction between scholar, practitioner, scholar-practitioner and practitioner-scholar all are instrumental in my ability to create a plan to becoming a practitioner-scholar. Focusing on the history of psychology, becoming an effective researcher and forming invaluable communication skills laid the groundwork for having a successful career as a practitioner-scholar. Although, I do not feel I am either a scholar practitioner or practitioner scholar yet, my course work at

Practitioner inquiry advances student learning by improving teaching practice. Improving teaching practice is crucial, as the quality of teaching is “the most significant within-school factor influencing pupil performance” (Darling-Hammond et al., 2005, Hattie, 2009, McKinsey & Co., 2007, all cited in Menter, Elliot, Hulme, Lewin & Lowden 2011, p.14). Without disciplined examination, lessons from teaching experiences can pass by unnoticed (Shulman, 2005, cited in Menter et al, 2011, p.19). Inquiry helps teachers improve the quality of their teaching by focussing reflections on specific questions, giving teachers an opportunity to understand their practice better, evaluate its effectiveness and identify alternatives or improvements (McLaughin, Hawkins, McIntyre, 2004, cited by General Teaching Council for Scotland, 2016). Inquiry encourages the sort of reflective practice that may lead to a more formalised and systemic inquiry based around research questions (Menter et al, 2011). As such, practitioner inquiry allows teachers to drive their own processional learning.

In spite of the many praises that these procedures receive (Bruce et al., 2011) for being beneficial for educators, practitioners enquiry, however, can also be challenging. According to Ellis and Loughland (2016: 124), “a teacher will encounter either enabling or constraining factors when engaging in practitioner research”. For example, one could claim that some enquiries might be biased, as the findings can easily be managed to fit particular results (Murray and Lawrence, 2013). Louise Stoll (2003) illustrates how these research can become strictly related to the situations from which they initially arise, thus losing relevance and possible application within other environments.

Giving quality care and support to patients, relatives and service users is very important as the treatment they receive (NHS, 2013). It is important for patients and service users to have positive experience in the healthcare settings, making sure they are cared for compassionately, respecting and maintain their dignity at all times (Ellis, 2010; Royal College of Nursing (RCN) (2006). This essay focuses on validity of a qualitative research studies. The aim is to use CASP Tool to critique a research article “Exploring patients’ self-reported experiences of out-of-hours primary care and their suggestions for improvement: a qualitative study” by Poole et al (2011) chosen from the National Health Service (NHS) frame work (2013) domain 4 (Ensuring people have a positive experience of care). Furthermore, CASP will be use to critic this article to know if users have had a negative or positive experience during out-of-hours and to develop on suggested program on improving on services by the service users including the practitioners.

In addition to gaining insight on the evolution of the education system in California, I am looking forward to learning about today’s trends in teaching as well as predictions for the direction we are headed for the future. With the help of research, I hope to find the specific factors the state use to determine best practices. Do best practices differ according to the demographics the public school is serving? How big of a role does each factor play in curriculum and teacher training? I also want to focus on the current use of Professional Learning Communities and the requirement of Professional Development. How have these newer practices changed the effectiveness of teaching? In Early Childhood we have always had to fulfill Professional Development requirements in order to maintain or upgrade Early Childhood Credential Permits. How new is the requirement for Professional Development for multi-subject teachers in maintaining their credential?

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

May (1976) considered Power against to be onerous and harming to clients which accordingly takes a type of a discipline. A case of power against is the supervisor not allowing a service user to go to the group exercises, expressing that they need to limit hazard to the client and others. For this situation, a professional can tested this thought by proposing to the supervisor in control that the entire thought is okay, however the service user ought to be given the favoured to settle on his or her own choices that is whether he or she needs to go to group exercises or not. The service user choice to go to the group exercises ought to be his or her comprehension of why he ought to go to and not being "constrained" or 'turned down.

To further help the veteran teachers and the new teachers coming in, professional development will require an ongoing commitment from all levels of the school organization. There will need to be resources available to help guide the teachers’ professional development. The adoption of professional learning communities (PLC’s) within the school and district supporting them is paramount. The continued development will help the teachers implement PBL (Rosenblatt, 2012)

The goal of this framework is not only to reduce the number of lives lost as a result of various disasters but also to reduce the economic, social and environmental losses to communities.

As educators, we regularly take an action and considering the impact of the action. Then we analysing the results of the action by reflecting upon it and critically evaluate our professional knowledge and the effectiveness of our teaching. Further, we are altering and revising conceptions and planning following reflection. Finally, we are implementing these plans in further actions. In this process, teachers work collaboratively with other members of the profession and engage in discussion of contemporary issues and research to improve professional practice. Many educators are involved with praxis but it often isn’t part of their vocabulary. Without knowing the concept (inquiry as praxis),

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.

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