Professional Development Program Part 1

As a school leader, it is important that you provide opportunities for teachers to grow in their craft. For this component of the project, you must reflect on the school’s professional development program and address the following:
• Identify what the school’s professional development program (PDP) entails. Be specific in your discussion of each type of activity offered. (See below)
• How do the professional development (PD) activities align with the school’s vision?
Mission Statement
• Our mission is to provide students with a quality education that will prepare them to become articulate in spoken word, masterful in writing, competent in reading, and analytical in thought to function as self-sufficient supporting citizens.
Vision Statement
• Our High School will reflect a safe and positive environment, which provides a quality education through teaching and learning driven by innovative and research-based teaching strategies to accommodate the learning modality of students.
Principal’s Vision Statement
• My vision is to serve as a catalyst in appropriately educating students for future advancement. Serving Children with Deliberate Decision Making—What’s in the best interest of this child? What’s in the best interest of all children? What decision would be made if it were my child?”

• How does it support effective instruction?
• What could be done to improve the PDP? Include at least three areas for improvement. In addition, provide a rationale to demonstrate why these areas have been chosen.
• Using the three areas that you have chosen for improvement, articulate how you would redesign the PDP in a way that provides a context-appropriate program.
• Your redesign plan must include, but should not be limited to, a focus on reflective practice and the use of research that aligns with the school’s vision and mission.
• Support your redesign plan with five citations from relevant readings from this course. (The two below and three more peer review articles)
References

Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership: A developmental approach (8th ed.). Boston: Allyn & Bacon.

Daresh, John C. (2006) Leading and Supervising Instruction

Follow these professional communication guidelines:
• Format: APA 6th edition.
• Include: cover page and reference page.
• Length: 5 pages, double-spaced.
• Font: 12-point Times or Times New Roman.
• Writing: Present writing that is clear and free of errors in grammar, usage, and mechanics.
Lanier High SCHOOL’S PROFESSIONAL DEVELOPMENT PROGRAM
School Professional Learning
School Professional Development Plans are created from the School Improvement Plan, which includes planning, delivery/learning, follow-up/implementing and evaluation. All schools should establish a protocol for monitoring and adjusting the plan to meet school needs. Schools should ensure all educators receive the professional development support needed for mastery of skills and knowledge to ensure student success.

Planning
• Analyze data, such as Mississippi Comprehensive Assessment Test (MCAT), Benchmarks, FAIR, PMAs, Developmental Reading Assessment (DRA) scores, surveys, observations, prior professional development, student incident reports, Standards Assessment Inventory (SAI) reports, etc.
• Identify priorities for student learning gains.

Learning
Our professional development design has five components necessary for skill acquisition and use.
1. Theory – presentation of theory or rationale defines the importance and use of the skill
2. Demonstration – modeling of a skill or video viewing the skill in practice
3. Practice – opportunities to practice the skill under the direction of the trainer and then over time in the classroom
4. Feedback – timely and constructive feedback on learners’ practice to assist the learners in know how well they are doing and what needs further refinement (i.e., feedback on effectiveness of implementation given by coach)
5. Peer Coaching or Collegial Support – ongoing support for transfer of new practices to impact student learning
Other methods of professional learning include:
• Examine student data/work
• Classroom observations with feedback
• Collaborative planning/Professional Learning Communities (PLCs)
• Book study
• Lesson Study/Continuous Learning Cycle
• Mentoring (be a mentor/be mentored)
• Journaling
• Self-assessment (formal/informal)
• Internet research/professional reading
• Action research (i.e., examine own practice using techniques)
Time recommendations for professional learning
• National Staff Development Council recommends (NSDC) daily professional learning
• National Staff Development Councils (NSDC) new definition of professional development suggests at least 3 hours per week for professional learning
Implementation
The plan includes systems to ensure teachers receive ongoing support and access to resources necessary to implement their new learning. The plan identifies how teachers are expected to implement teaching practices based on new knowledge and skills gained through professional learning.

Some follow-up strategies:
• Peer observations and dialogue
• Feedback from coach/administrator
• Self-assessment/reflection
• Observations by content-area specialists with feedback/dialogue
• Analysis of student work
Expectations for implementation are clearly defined for teachers as an integral part of the professional learning.

Evaluation
Evaluation of professional learning must include measuring changes in teaching practices and impact on student learning. Changes in teaching practices may be measured by classroom observations, look for rubrics, expectation checklists, etc.
Impact on student learning is measured through informal and formal assessments.

ORDER THIS ESSAY HERE NOW AND GET DISCOUNT !!!