What is professional development? An engaged workforce is a productive workforce. Businesses cannot achieve desired goals without experienced and qualified staff. Therefore, organizations need to motivate their employees to obtain the ..
Professional Development - Education Week. Published: August 4, 2. Updated June 2. 9, 2. Professional development generally refers to ongoing learning opportunities available to teachers and other education personnel through their schools and districts. Effective professional development is often seen as vital to school success and teacher satisfaction, but it has also been criticized for its cost, often vaguely determined goals, and for the lack of data on resulting teacher and school improvement that characterizes many efforts. With schools today facing an array of complex challenges—from working with an increasingly diverse population of students, to integrating new technology in the classroom, to meeting rigorous academic standards and goals—observers continue to stress the need for teachers to be able to enhance and build on their instructional knowledge. Parsing the strengths and weaknesses of the vast array of programs that purport to invest in teachers. Today, professional development activities include formal teacher induction, the credits or degrees teachers earn as part of recertification or to receive salary boosts, the national- board- certification process, and participation in subject- matter associations or informal networks. Historically, administrators have favored the workshop approach, in which a district or school brings in an outside consultant or curriculum expert on a staff- development day to give teachers a one- time training seminar on a garden- variety pedagogic or subject- area topic. Criticized for their lack of continuity and coherence, workshops have at least in theory fallen out of favor. The federal No Child Left Behind Act of 2. Even so, many teachers still appear to receive much of their professional development through some form of the one- shot workshop. Survey data from the National Center for Education Statistics, the most recent publicly available, show that in the 1. Broughman, 2. 00. The NCES has since conducted two additional administrations of the SASS, but updated data on these questions have not yet been made public. Beginning in the 1. This preferred approach holds that for teacher learning to truly matter, it needs to take place in a more active and coherent intellectual environment—one in which ideas can be exchanged and an explicit connection to the bigger picture of school improvement is made. This vision holds that professional development should be sustained, coherent, take place during the school day and become part of a teacher. A major three- part study by the Stanford Center for Opportunity Policy in Education, in partnership with the National Staff Development Council (now Learning Forward), provides some of the most up- to- date descriptive information on professional- development trends in the United States. The study, released in three phases in 2. Learning Forward group, survey data from the annual Met. Life Survey of the American Teacher, and data from three administrations of the federal Schools and Staffing Survey. Among other findings, the reports stated that. Training of at least nine to 1. Training in content, however, increased during that time period. Those states shared common structures and strategies for teachers. In the most sophisticated examples, teachers set common instructional goals, teach lessons in their individual classrooms, administer informal assessments to determine levels of student mastery, and then regroup as a team to analyze the data together. Then, they pinpoint areas of success, identify areas for improvement, and set goals for future teaching (Honawar, 2. In order to provide enough time for teachers to work together effectively, such models frequently require schools to overhaul their schedules or arrange for a delayed- start time (Sawchuk, Nov. Sawchuk, March 3, 2. Such practices can be paired with other opportunities for deepening practice, including observing fellow teachers and working one- on- one with classroom- based . The lesson is observed and sometimes videotaped so that colleagues can analyze the lesson. Hard data on which professional- development models lead to better teaching are difficult to come by. Professional Development . Workplace violence is a. PROFESSIONAL DEVELOPMENT Growth and development is an ongoing. Types of Professional Development Programs. In essence, professional development relies on a two- part transfer of knowledge: It must inculcate in teachers new knowledge and skills such that they change their behavior, and those changes must subsequently result in improved student mastery of subject matter. Unsurprisingly, the complex nature of those transactions renders the field of professional development a challenging one to study. Much of the research conducted on professional development continues to be descriptive rather than quantitative (Sawchuk, Nov. Quantitative research on the impact of professional development remains comparatively thin. A 2. 00. 7 review of more than 1,3. American Institutes of Research found only nine studies of professional- development programs that met rigorous scientific standards set by the What Works Clearinghouse, the arm of the federal Institute of Education Sciences that reviews experimental research on program impact. On average, the study found, effective programs were characterized by an average of 4. The study. However, two federally funded, randomized field studies of intensive professional- development programs found no effects on student achievement, even though the programs were generally aligned with the features outlined in the 2. But when professional development programs work, they help companies attract and retain top talent. The average workplace makes some or all of these mistakes. HOME » Professional Development » Workplace. Our Professional Development classes are designed to keep you at the. Search Only Professional Development Services Submit Carnegie Mellon University Search. Workplace Training Preventing Workplace Harassment Online Training. In the first study, two professional- development approaches based on a popular early- reading program increased teachers. A study looking at a secondary math professional- development initiative found that it yielded significant changes in teachers. The professional development had no impact on middle school students. Looking across annual data from Florida between 1. One study concluded that students in schools whose learning teams relied on a set of formal protocols for guiding meetings improved more than those in a comparison group of schools where that structure was lacking. While this study relied on a quasi- experimental methodology rather than a randomized experiment, its findings could be a promising avenue for future research. Issues A- Z: Professional Development. Retrieved Month Day, Year from http: //www. Wei, R. C., Darling- Hammond, L., Andree, A., Richardson, N., Orphanos, S., .
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