Professional Development for school improvement chapter 2: Training

Slides:



Advertisements
Similar presentations
The Benefits of Utilising Problem Based Learning (PBL) in a Nurse Practitioner Curriculum Annaliese Willis Helen Ward London South Bank University, UK.
Advertisements

Five -Year Strategic Title I School Plan. Session Objectives Review the five year components utilizing the rubric Organize actions steps to meet the requirements.
LEARNER CENTERED LEARNER DESIGNED Learning & Preparation Objectives Learning Resources and Strategies Evidence of Accomplishment of Objectives Criteria.
CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Common Core State Standards AB 250 and the Professional Learning.
The Professional Certificate Program in Washington State January 8, 2008.
Rationale for CI 2300 Teaching and Learning in the Digital Age.
CONNECTICUT ACCOUNTABILTY FOR LEARNING INITIATIVE Executive Coaching.
Meeting SB 290 District Evaluation Requirements
The Framework for Teaching and the Student-Led Classroom
Conceptual Framework for the College of Education Created by: Dr. Joe P. Brasher.
Resources for Supporting Engagement for Each and Every Family 1.
2014 TCTW State Leaders’ Forum Oklahoma City, Oklahoma January 29, 2014 CTE Teacher Preparation Project SREB.
Teacher competencies. Professional competence with ICT Draw on appropriate ICT applications to enhance personal and professional effectiveness  Using.
Standard 1: Teachers demonstrate leadership s. Element a: Teachers lead in their classrooms. What does Globally Competitive mean in your classroom? How.
Professional Development of Teachers Lilian Katz, PhD dev-stages.html dev-stages.html.
Graduate Program Completer Evaluation Feedback 2008.
FLORIDA EDUCATORS ACCOMPLISHED PRACTICES Newly revised.
June 23, Primary, Junior, Intermediate & Senior Divisions Kindergarten to grade 12.
What is meant by methodology and why is it important? Methodology refers to the ‘how’ of teaching - how teaching and learning is planned, organized, conducted,
Teaching and Learning with Technology
Presenters: Drs. Thomas Koballa, Jr. & Tracy Linderholm
2016 NC Teacher Working Conditions Survey Results
6 Technology, Digital Media, and Curriculum Integration
Introduction to Employee Training and Development Chapter 1
Student Perception Survey Results
National Board Certified Teacher
TECHNOLOGY STANDARDS FOR EDUCATORS BONNIE SMITH MAY 2, 2011
Introduction to Assessment Achievement Assessment and Instruction
*Concept of teacher development and its needs *qualities of an English teacher English Seminar By: Kavitha S Roll No : 51 Pedagogy of English B.Ed., 1st.
Building Better IT Leaders from the Bottom Up
Manage Change and Organizational Learning
SUNY Applied Learning Resolution.
Adaptive Leadership in Changing Curricular Times
Skills for Success! Strategy & Implementation Guide
Differentiated Instruction
IMPLEMENTATION - JANUARY 2013
Behind-the-Wheel Theory Course Introduction and Overview
Chapter 2 Overheads.
EDU 675Competitive Success/snaptutorial.com
EDU 695Competitive Success/snaptutorial.com
EDU 675 Education for Service-- snaptutorial.com
EDU 695 Education for Service-- snaptutorial.com
EDU 675 Teaching Effectively-- snaptutorial.com
EDU 695 Teaching Effectively-- snaptutorial.com
Training Trainers and Educators Unit 3 - Teaching a Practical Skill
Forum 1 Setting IPDP Goals Fall 2018 Name of School.
Competency Assessment
Strategies and Techniques
Ed 11: Beginning Field Experience
NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and PROCESS
Is there a way to increase the critical thinking skills of students?
california Standards for the Teaching Profession
4-8 Copyright © 2017 Pearson Education, Ltd. Training and Developing Employees 8-1.
ISTE Reflection.
Building Academic Language
Common Core State Standards AB 250 and the Professional Learning Modules Phil Lafontaine, Director Professional Learning and Support Division.
Training Trainers and Educators Unit 3 - Teaching a Practical Skill
Using Data to Assess High Quality Professional Development Findings From Interviews With Massachusetts Educators May 2015 Massachusetts Department.
ITS ALIGNMENT TO THE OTHER SYSTEMS
OTL:NGP:EA:1217.
NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and PROCESS
Introduction to Employee Training and Development Chapter 1
Welcome to Your New Position As An Instructor
Training Trainers and Educators Unit 3 - Teaching a Practical Skill
Designing Programs for Learners: Curriculum and Instruction
Building Academic Language
Coach/Principal Partnership Webinar
Final Exam Reflection IDT3600 SARAH HERBERT.
Behind-the-Wheel Theory Course Introduction and Overview
TPS Workshop Objectives
Presentation transcript:

Professional Development for school improvement chapter 2: Training Presentation by Amy Asmus and Cindy Vaughn

Summary of Chapter In chapter 2, Gordon proposes that  training can "facilitate empowerment and reflective practice." (p. 34). He believes that there is a need for self-reflection of our teaching practices to move through levels of competence using professional development. He provides an understanding of characteristics of training that are empowering as well as strategies for delivering effective training. Finally, he makes an argument for learning by experiencing with follow-up to training.

Different Training Formats Institute-intensive learning in a specific area of study. Normally last 1-3 weeks Clinic- focus on analyzing and solving specific problems or learning specific techniques using expert demonstration or coaching. Seminar- small groups working with experts in the field Workshop- flexible structures that focus on discussion, demonstration, and application of skills and strategies. Course- a class taken at a college or university in exchange for credits Academy- continuing or recurring programs receiving support from outside sources such as government. Individualized Training- A course that allows person to work at own pace and assess individual learning needs.

Characteristics of Training that Empowers Training is not always well received in the educational field.  Many times the participants are not included in the development of the program and unrelated to experience or needs the teacher may have. However, there are many important characteristics of training that empowers others:  Teachers are part of the planning, delivering, and evaluating of the training that has been selected based on the needs of those involved Administrators are part of all aspects of the training Training is long term and part of a larger program that allows for teachers to utilize new skills in the classroom

The Long-Range View: Levels of competence Source: Robert W The Long-Range View: Levels of competence Source: Robert W. Pike, Creative Techniques Handbook (1994) Level 5:Conscious Unconscious Competence Level 4: Unconscious Competence Level 3: Conscious Competence Level 2: Conscious Incompetence Level 1: Unconscious Incompetence

The levels of COmpetence ; What does it Mean? Levels 1 & 2 Incompetent Levels Levels 3-5 Competent Levels In Level 3, the teacher begins to implement a strategy step-by-step but still relies on coaching or peer support to help.  In Level 4, the teacher is aware of the effect of their instruction and makes changes in real time and for the future.   In Level 5, the teacher can do all that a Level 4 teacher can do but this teacher can explain why a strategy works or doesn’t.  At this level, teachers are also coaches. In Level 1, the teacher does not know he/she is incompetent.   In Level 2, the teacher is beginning to use strategies but doesn't understand why they aren't working and does not know how to analyze their poor performance.

Delivering Effective Training Opening Techniques Icebreakers Providing logistical information Connecting training to one's job responsibilities with a reflective log Alternative Training Activities  See next slide for the Cone of Experience (adapted from Dale's original 1946 model) that describes alternative training activities and their effectiveness. Follow-up: Key to Applying New Skills Activities that provide participants with feedback about there efforts Participants are more likely to integrate skills they have learned into their teaching styles if follow-up is used.

Implications for curriculum, Instruction, Growth and Community Identifying the need whether it's to implement new curriculum or to learn strategies to engage students in learning should be the driving force behind training, not just training for the sake of training, it’s a waste of time and resources. Being self-aware of one's needs and areas of strength/weakness will help the individual gain the most from training.  If reflection is not a part of the individual's teaching life, then professional development is a "hit or miss" thing. Good professional development builds community as much as it strengthens the individual. If all stake holders buy into the training and follow-through on practice then the community gets stronger.   

Nbpts: Middle Childhood Generalist sTandards for Chapter 2 Standard VII: Professionalism, Leadership, and Advocacy Accomplished teachers are leaders who advocate for the teaching profession and student learning. Standard VIII: Responsiveness To Change Accomplished teacher are cognizant of the changes that occur in society and education.They thoughtfully and proactively analyze and respond to change as it affects their students and profession. Standard IX: Reflective Practice Accomplished teachers reflect on their practice continually to improve the quality and effectiveness of teaching and learning.

Questions for Reflection What do  you consider to be effective training? Give an example of a time that you participated in effective training. Have you ever facilitated training? What was your experience being a facilitator or peer coach? How did it help you to grow as a teacher?  Gordon states that training that empowers has "content that is not offered as an end in itself, but rather to help participants meet the perceived needs." (Gordon, p. 34) Has most of your training met this criteria for empowerment?  Why or why not?  

Sources Dale, E. (1946). Audio-Visual Methods in Teaching. New York: Dryden Press. Gordon, S. P. (2004). Professional Development for School Improvement: Empowering learning communities. Boston: Pearson Education. Pike, R. W. (1994). Creative Techniques Handbook. Edina, MN: Creative Techniques International, Inc.