Professional Development Training Delivery for Educators

1 Project 5: Professional Development Training- Delivery Fatima Young Belhaven University EDU 645: Enhancing Curriculum and Instructional Capacity Professor James Norton November 18, 2023

2 Project 5: Professional Development Training- Delivery A revised edition of the Student Culture Professional Development Training was given to a select number of instructors following the principal's approval. A redesigned copy of the Leading Student Culture: A Guided Session Plan, PowerPoint for Leading Student Culture, and the 6A Rubric for Academic Culture were given to the instructors. Instructors were made aware of how they were going to be responsible for the knowledge they imparted. The following inquiries were posed to instructors using the updated PowerPoint for Leading Student Culture: 1. Choose your ideal structure, leader, or curriculum. How is the boss acting? What do the educators do? What are the pupils engaged in? Whenever a pupil disobeys, what happens right away? 2. Determine what your ideal school should not resemble: What actions would incompetent administrators take? What actions would incompetent educators be taking? What would the pupils be engaged in? After the instructors presented their responses, a quick conversation took place. The subsequent question was posed to the instructors once they had finished the updated PowerPoint for Leading Student Culture and Handout and had received the 6A Rubric for Academic Culture: In every category, where does South Panola High School stand? The educators evaluated South Panola High School using the scoring system before sharing their findings. There was an excellent conversation regarding student culture. Each instructor at South Panola High School feels that every category on the 6A Rubric for Academic Culture has to be improved. Afterward, a question arose, asking what more could be done to enhance your educational institution's culture among learners. After writing and sharing their answers, instructors talked about doing an additional workshop on the culture of students following Thanksgiving Break.

3 The instructors were sent a questionnaire via email to get their input regarding the performance and the subject matter of the workshop, as well as their feelings regarding having to be responsible. The instructors had to rate the training's subject efficacy, delivery, and how comfortable they were with having to be responsible on a five-point rating system, where one represented the poorest performance, and five reflected the most productive. For all of the categories, teachers' scores were five. The workshop's subject matter and way of delivery, in the opinion of the instructors, were quite successful. Instructors had profound feelings about being responsible for the knowledge they had been given. One of the feedback form's open-ended questions asked, "What further actions could be implemented to enhance the learning environment at your school? "Teacher #1 stated, "I believe that the same standards should be established consistently by the staff, particularly before dismissal." I believe that a portion of the issue is caused by the annual modifications to the policy. This would be immensely beneficial if we could ever have a stable leadership without annually rotating principals." The second instructor replied, "I'm unsure what our next move should entail however, it's necessary to do something." Teacher #3 stated, "In order to guarantee that the program's design, guidelines, and implementations are carried out with loyalty, the district has to guarantee that all instructors receive significant and stimulating professional growth in the fields of managing a classroom, individual instruction, strategies for teaching, unique curriculum training, and PBIS." By promoting parents to participate in the establishment of adult learning programs, parent groups, and local groups that take an active role in classroom-based leadership, the district could contribute to changing the culture of both the student body and the school." "South Panola High School should appear, behave, and behave like a school," stated Teacher #4. It also doesn't. It

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4 doesn't appear like our kids are happy and enthusiastic to be at school. To improve this school year as soon as possible, we should distribute this Student Culture PD to the entire workforce. The school administrator was briefed on observations regarding the workshop's influence, as well as views from the teachers regarding the workshop's efficacy. The instructors' compliance in attending the session thrilled him. He conveyed his appreciation to the team of educators for receiving the training, which he found exciting. Regarding educator's assessment of the student culture at South Panola High School, the administrator expressed great satisfaction. He is willing to do whatever is necessary to alter the school's culture because he is a young, inexperienced administrator. He was also given the instructor's perspectives, and all he was doing was taking it all in. He is hoping that the rest of his team can attend the training as well. In addition, he plans to have a meeting with the Leadership Team shortly after Thanksgiving Break to talk about the workshop's effects and the views of the teachers regarding its efficacy, substance, and delivery. A student culture workshop can be effectively carried out with the help of the PowerPoint for Leading Student Culture and the 6A Rubric for Academic Culture. Educators are involved in transforming student culture using the PowerPoint for Leading Student Culture. Three components of an effective student culture are identified in the PowerPoint for Leading Student Culture: See it, Name it, and Do it. There is also a subsection on strategic development in the handout. Using this handout to highlight the actions of learners, instructors, and school administrators, as well as the actions of incompetent educators, might be beneficial during leadership conferences. Our school's student culture can be evaluated and modified using the 6A Rubric for Academic Culture. The scale can be used by school administrators to rate every instructional system, instructor proficiency, and school-wide network. Following the rubric's

5 evaluation of each system, school administrators can make changes based on areas that need improvement. The instructional materials were altered for the session. The learning resources continued to function well even after they were altered. The instructors' comments agreed with my evaluation of the training, the materials, and the student environment standards. Witnessing everyone in agreement was a remarkable experience. Accountability won't be a problem considering everyone agrees. It was acknowledged that there was an issue, and everyone would be responsible for resolving it. South Panola High School will be well on its way to enhancing student culture once the Leadership Team receives the training following sharing and deliberation with the administrator.

6 References Brambrick-Santoyo, P. (2018). Leverage leadership 2.0: A practical guide to building exceptional schools. San Francisco, CA: John Wiley & Sons, Inc.

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EDE 645 Project 5

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