Professional Learning
Together, my team and I created a timeline of how we plan to implement our new professional learning implementation.
We design a model that includes activities, objectives, goals, participants, managers, and dates.
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Our students will find in this model a fun and dynamic way to improve their skills and achieve satisfactory results.
How will incorporate the 5 key principles of effective PD into your plan:
Duration:
Some studies have concluded that teachers may need as many as 50 hours of instruction, practice, and coaching before a new teaching strategy is mastered and implemented in class. (Gulamhussein,2013)
Our goal is to implement a minimum of 50 hours to dedicate training, practice, planning, and monitoring before and during the school year.
Support:
Support at this stage helps teachers navigate the
frustration of using a new instructional method. A teacher who just attended PD without support lost interest in the skill and didn’t continue to use it in their classroom. (Gulamhussein, 2013, p.15)
The support of the Instructional Trainer is required before, during, and after, that is, delivery of resources, clarification of doubts, and supervision of implementation.
Engagement:
Professional development sessions which aim to make teachers aware of a concept have been shown to be more successful when they allow teachers to learn the concept in varied, active ways (Gulamhussein, 2013, p.16)
Giving teachers different resources tailored to their teaching skills fostered the dynamics, curiosity, and passion of the teacher to seek new and better teaching strategies.
Modeling:
While many forms of active learning help teachers decipher concepts, theories, and research-based practices in teaching, modeling (Gulamhussein, 2013, p.17)
It is necessary that within the established time of the PL Duration, the teacher be exposed to several hours of modeling by the instructional coach and School District trainers.
Specific Content:
Teachers can better understand new practices through effective modeling.
While many forms of active learning help teachers decipher concepts, theories, and research-based practices in teaching, modeling (Gulamhussein, 2013, p.17)
It is necessary to divide the main content of the training into the disciplines of each teacher adjusted to their teaching level, providing specific training previously verified in the classrooms with the students.
Important Questions
How will you foster collaboration?
In order for a shift to a digital ecosystem to be successful, it is important to impact administrative staff before teachers. The administrative staff should feel passionate about and see the positive impact that this change can bring.
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The transmission of information to teachers should create collaborative environments that experimentally build digital ecosystems, ultimately benefiting both teachers and students
Who will lead what components?
The administrative Staff, Principals and AP are in charge of monitoring the data and aims.
Instructional Coaches should support teachers by modeling and following up on project planning and implementation.
Teachers are in charge of planning, self-study, self-assessment and implementation.
Audience and their needs
Principals and AP's need to know how a digital environment can improve statistics and achieve the objectives of schools. Information must be provided on what digital environments are, how they work, and the impact they have on the community.
Instructional coaches need to know digital, teaching and leadership strategies as well as support material and activities depending on the grade and assignment level.
The needs of teachers include year-round training with specific content, tutoring, modeling, and access to resources.
PL Assignment
PL Outline
Link RESOURCES
References
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Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice, ownership, and voice through authentic learning. Retrieved from http://www.harapnuik.org/?page_id=7291
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Harapnuik, D. (n.d.). Why Use an Eportfolio. Retrieved June 29, 2021, from http://www.harapnuik.org/?page_id=6063