Clinical Field Experice A - Professinal Development Program
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Feb 20, 2024
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Clinical Field Experience A: Professional Development Program
Rosa Diaz-Martinez
Grand Canyon University: EAD-523-O501
May 15, 2023
During my interviews and observations of two lead teachers, they defined professional development very similarly. One teacher is the Graduation Enhancement Coach and the other is the Math Department Lead Teacher. The roles and how they relate to professional development is being on a committee that works collaboratively to assist in developing specialized training to enhance the effectiveness in all classrooms. They believe that it is a key component in the development of teachers to provide effective learning in the classroom. One thing to take into consideration is the various behaviors of students. Learning to express behaviors through professional development can give teachers a better understanding of how to deal with them in the classroom so that all students can understand the curriculum that is being presented. It is important to receive the professional development that will continue to give you specialized training, and professional learning that will help teachers, administrators, and others to improve their knowledge, skills, and effectiveness in and outside of the classroom. “Diversity in learning abilities, the idea that students learn differently from one another, is not a new concept. One size does not fit all when instructing students because students differ in a number of ways” (Dixon et al., 2014).
The major functions and activities related to the responsibilities of developing teachers and staff through professional development are to have the school’s vision and mission in mind and prepare teachers and staff with the tools they need. It is essential to set clear expectations, always keep a positive attitude, create lesson plans that are effective, and stay organized. This will allow teachers to have more time to be attentive to students and take the focus away from things that are less important. The topics that are present in the professional development program at my school align with Curriculum Design to allow core content and elective classes to teach topics that can be
reiterated in each class. Technology because it will allow teachers and students to receive the most up-to-date systems that can help in teaching effectively and improve student performance. A Buddy system that will allow new teachers to work with seasoned teachers to develop teaching
strategies, new ideas, and skills, and receive feedback from them. Collaborate with other teachers in their professional learning communities (PLC) which will help in the development of working together, creating new topics and/or courses that more teachers will be able to teach. The topics are determined in the program by the feedback that is received from teachers. Each week we are given a survey to complete to give the Learning Design Coaches (LDC) ideas on what is effectively working in the classroom and what needs improvement. The LDCs then review the information and share it with the administration pulling the data compiled to make changes to the current improvement plan and the needs of teachers and staff. The program was developed through a committee that was assigned by the principal. Participants included a core content teacher from each subject, two elective teachers, the graduation enhancement coach, an assistant principal, and a counselor. The data reviewed was from the previous school year and included school-wide assessments, state-standardized testing, and behavior plans.
The technology is being incorporated into the professional development sessions by providing training to teachers and staff on the new equipment or software that is going to be incorporated into the curriculum for students. All teachers are required to use some form of technology in the classroom to enhance the knowledge of students in the technology world. They are also encouraged to work with other teachers to create STEM activities that are in conjunction with topics in the classroom.
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The school’s Continuous Improvement Plan is supported by professional development because the LDCs and administration work together to find effective ways to support student-
centered learning as it allows teachers to put students first and provide innovative teaching that will incorporate new teaching strategies and methods in the classroom, and creativity through STEM activities. It is important to work on the goals of the improvement plan to find effective ways to student success. As a school, we are informed in staff meetings on the outcomes and goals of the professional development achieved. The LDCs and the committee that was formed monitor the classes, report the feedback to the administration, and make recommendations if necessary. Additionally, during my interviews and observations, I wanted to know about the curriculum and how it is developed, and how we can receive professional development outside of the school. The curriculum is designed by the Program Coordinators in the district office and the Learning Design Specialist. They review the classes that are offered and build a curriculum as a guide to help teachers in the classroom. The curriculum can be adjusted to the needs of the students that are being taught. If you are interested in receiving professional development outside of the school, you are allowed to register for any district training that is offered and can put a request in for a substitute teacher in your classroom. The PSEL “Standard 6. Professional Capacity of School Personnel c) Develop teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities for learning and growth, guided by an understanding of professional and adult learning and development. and Standard 7. Professional Community for Teachers and Staff b) Empower and entrust teachers and staff with collective responsibility for meeting the academic, social, emotional, and physical needs of each student, pursuant to the mission, vision, and core
values of the school” are effective at my school because they are both promoting the academic success and the well-being of students. It is important to develop a team that will advocate for their students when they don’t have a voice and share information with other teachers, staff, parents, and the community, and find the necessary resources for students (NBEA 2015).
References
Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated Instruction, Professional Development, and Teacher Efficacy.
Journal for the Education of the Gifted
,
37
(2), 111–127. https://doi-org.lopes.idm.oclc.org/10.1177/0162353214529042
Fullan, M. (2014)
The principal: Three keys to maximizing impact.
San Francisco, CA: Jossey-
Bass. ISBN-13: 9781118575239
National Policy Board for Educational Administration. (2015). Professional Standards for Educational Learners
. Professional Standards for Educational Leaders. http://www.npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-
Educational-Leaders_2015.pdf
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