PROFESSIONAL DEVELOPMENT

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PREPARED BY

SEQUENCE

• EXPLAINATION• APPROACHES• EFFECTIVE PROGRAMME FOR TEACHERS• CONCLUSION• QUESTION & ANSWER.

EXPLANATION PROFESSIONAL DEVELOPMENT

• Professional development (PD)refers to the acquisition of skills and knowledge, both for personal development and for career advancement.

• PD encompasses all types of facilitated learning opportunities, ranging from college degrees to formal coursework, conferences and informal learning opportunities situated in practice.

• It has been described as intensive and collaborative, ideally incorporating an evaluative stage.

• There are a variety of approaches to professional development, including consultation, coaching, communities of practice, lesson study, mentoring, reflective supervision and technical assistance.

Who participates and why?•A wide variety of people, such as teachers, military officers, health care professionals, lawyers, accountants and engineers engage in professional development. •Individuals may participate in professional development because of an interest in lifelong learning, a sense of moral obligation, to maintain and improve professional competence, to enhance career progression, to keep abreast of new technology and practices, or to comply with professional regulatory organizations.• Indeed many are also forced to participate in so called professional development courses as part of a human resources exercise; the point and use of which is debatable. •For example, Arkansas USA teachers must complete 60 hours of documented professional development activities annually Professional development credits are named differently from state to state.

Approaches

Professional development is a broad term, encompassing a range of people, interests and approaches. Those who engage in professional development share a common purpose of enhancing their ability to do their work. At the heart of professional development is the individual's interest in lifelong learning and increasing their own skills and knowledge.

Approaches

•In a broad sense, professional development may include formal types of vocational education, typically post-secondary or poly-technical training leading to qualification or credential required to obtain or retain employment. •Professional development may also come in the form of pre-service or in-service professional development programs. •These programs may be formal, or informal, group or individualized. •Individuals may pursue professional development independently, or programs may be offered by human resource departments. Professional development on the job may develop or enhance process skills, sometimes referred to as leadership skills, as well as task skills. •Some examples for process skills are 'effectiveness skills', 'team functioning skills', and 'systems thinking skills'.

Methods

•Case Study Method - The case method is a teaching approach that consists in presenting the students with a case, putting them in the role of a decision maker facing a problem.•Consultation - to assist an individual or group of individuals to clarify and address immediate concerns by following a systematic problem-solving process.•Coaching - to enhance a person’s competencies in a specific skill area by providing a process of observation, reflection, and action.•Communities of Practice - to improve professional practice by engaging in shared inquiry and learning with people who have a common goal.

Methods

•Lesson Study - to solve practical dilemmas related to intervention or instruction through participation with other professionals in systematically examining practice.•Mentoring - to promote an individual’s awareness and refinement of his or her own professional development by providing and recommending structured opportunities for reflection and observation.

Methods

•Reflective Supervision - to support, develop, and ultimately evaluate the performance of employees through a process of inquiry that encourages their understanding and articulation of the rationale for their own practices.•Technical Assistance - to assist individuals and their organization to improve by offering resources and information, supporting networking and change efforts.

Effective Professional Development for Teachers

The GoalBuilding Capacity

Schools need to Use the research base to identify elements of effective

instruction Increase each teacher’s ability of instructional

strategies, thus equipping teachers to meet the needs of an increasingly diverse student body

Increase teachers’ belief—both individually and collectively—that they can have a positive effect on learning for every student

Help teachers see each other as the most powerful resources for improving teaching

Critical Elements of High-Quality Professional Development

Content: Centered on student learningContext: Integrated with school

improvementDesign: Active, sustained learning

Effective Staff Development

Emphasizes clear, research-based indicators of effective teaching and classroom management

Begins with a clear sense of what students need to learn and be able to do

Uses an assessment of whole faculty and individual teacher needs as a foundation for decisions about focus/content

Is job-embedded and team-based

Effective Staff Development

Uses the research base on effective training

Follows up training with support and time to practice

Provides generous amounts of time for collaborative work

Changes the organization’s structure and culture at the same time teachers are acquiring new knowledge and skills

Professional dialogue, sharing ideas and materials peer-to-peer

Collaborative development of curriculum and instructional units

Collective analysis of student work Use of coaches and/or peer observation

followed by discussion Intervention teams focused on identifying

and trying additional instructional strategies with students having difficulty

Practical Work

For an Effective and Cost-Effective Program

Strategically align staff development with school initiatives

Use indicators such as student achievement and observed classroom teaching practices to inform decisions about content and participants

Provide high-quality, research-based content plus time to discuss and practice

Broaden the definition of what staff development looks like

Conclusion

The commitment to lifelong learning, it is a must to encourage individuals to consider PD as an essential part of modern working life – a means of managing and developing their careers over the course of a lifetime. Every field of work be committed to the provision of appropriate, effective and relevant PD opportunities that enable individuals and employers to succeed.

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