Transcript Engage in Continuous Professional Developmen to enhance

Engage in Continuous Professional
Development to enhance own
performance
LO2:Engage in Continuous Professional
Development
• Teachers and trainers need continuously to
evaluate their own practice and identify
opportunities for personal and professional
development. They need to recognise the
importance of, and engage in, evaluation of
their own professional practice within the
context of internal and external factors that
influence their work. They are encouraged to
identify targets and plans for their
professional development.
Features of the Individuaal
professional Development Plan
• Be related to specific performance data for
the students to whom the teacher is assigned.
• Define the inservice objectives and specific
measurable improvements expected in
student performance as a result of the
inservice activity.
• Include an evaluation component that
determines the effectiveness of the
professional development plan.
Every Teacher must have a personal
development plan
• Require each school principal to establish and
maintain an individual professional
development plan for each instructional
employee assigned to the school as a
seamless component to the school
improvement plans developed pursuant
IPDP Simplified and Personalized
• The individual teacher looks at current students’ specific performance
data.
• The teacher looks at subgroups within the class
• The teacher selects professional development activities that focus on
developing personal learning and growth.
• The teacher pursues activities to meet individual goals and objectives.
• The teacher sets goals and monitors success.
• The teacher meets with an administrator to discuss goals.
• The teacher participates in professional development.
• The teacher has a follow-up meeting with an administrator to summarize
progress.
The 3 Parts of the IPDP
IPDP
The
Objective
Statement
Strategies
or
Resources
Evaluation
of
Results
The Objective Statement
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Uses data to determine SMART goals.
Addresses individual needs to improve practice.
Focuses on improving student learning.
Connects the educator’s individual goals to student needs.
Reflects educator needs as well as the needs of the students,
the school, and the district.
SMART OBJECTIVES
Specific
• Be precise about what you are going to achieve.
Measurable
• Quantify your objectives.
Achievable
• Are you attempting too much?
Realistic
• Do you have the resources to make the objective happen?
Timed
• State when you will achieve the objective.
Some more on SMART Goals:
• Specific – The objective denotes one single key result using
an action verb such as plan, write, produce, conduct, etc.
Measurable – The objective can be evaluated. Usually we
use numbers, percentages, or frequency.
Attainable – The objective is realistic in proportion to the
available resources. In other words, if a school does not
have wireless carts, you cannot state that 75% of the
teachers will use Wireless Carts in their classrooms.
Relevant – The objective supports the goal of the program,
or the needs assessment.
Timely – The objective contains a stated timeframe for
completion. (i.e. by the end of the session)
Strategies / Resources
• Determine strategies or professional
development activities necessary to reach
goals.
• Professional development activities should be
job-embedded, continuous and on-going.
• Professional development should be focused
on student learning.
Examples of Strategies / Resources
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Participate in a new training and complete follow-up activities
Receive coaching or mentoring by a highly effective teacher
Conduct action research
Learn to use a new technology
Conduct internet research
Complete a college course
Get involved in a a professional organization
Keep a journal or a log
Join a book-study group
Evaluation of Results
• Did student achievement increase as a result
of the educator’s professional development?
• Were the objectives met?
• Does it include a reflection articulating the
educators learning?
Undertake Activities:
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Updating Knowledge
Updating Skills
Updating Practice
Enhancing Subject expertise
Awareness of current issues and trends
Different approaches and perspectives on
teaching and learning
• Assessment Practice
Maintain Record:
• Formats for keeping record
• Updating records
• Personal Developmental Plans
Evaluate effect of Professional
Development:
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Feedback from others
Identifying changes needed
Identifying areas of improvement
Learner satisfaction
Success rates
Skills for teachers:
• Be able to identify for a given topic in a specific subject, the
different ways in which ICT could be used to enhance learner
achievement.
• Be able to apply a mapping/matrix for varieties of learning
outcomes to the appropriate ICT tools and resources
• To acquire basic ICT skills to use ICT tools and resources and to
be able to continuously build and enhance on these skills.
• To acquire the skills for training in developing of portfolios
(including e-portfolios) to reflect their work and demonstrate
evidence of learning acquired.
Additional skills:
• To be able to identify suitable resources, from various pools
and repositories of sharable learning objects, for their use in
classroom context.
• To deploy these resources in the learning process to lead to
significant ICT usage occurs in a suitable blend of online and
offline mode.
• To create a teaching-learning event based that includes
feedback on formative assessment.
What is Continuous Professional
Development?:
• Continuing professional development (CPD) consists of
reflective activity designed to improve an individual’s
attributes, knowledge, understanding and skills. It supports
individual needs and improves professional practice.
• There are many possible sources of CPD, as shown in the
diagram below. Some forms of CPD may encompass elements
from more than one of these sources.
More on CPD:
• CPD stands for Continuing Professional Development. The term was
coined by Richard Gardiner of York University in the 1970’s and did
not differentiate between learning from courses and ‘learning on
the job’.
• The term is now common to many professions. CPD embraces the
idea that individuals aim for continuous improvement in their
professional skills and knowledge, beyond the basic training initially
required to carry out the job.
• In teaching, such development used to be called ‘in-service
training’, or INSET, with the emphasis on delivery rather than the
outcome. Arguably, the change in terminology signifies a shift in
emphasis away from the provider and/or employer, towards the
individual. In other words, the individual is now responsible for his
or her lifelong career development, under the umbrella of the
school or schools that employ the teacher.
Characteristics of a Good CPD event:
• Economical in terms of time and money
• Carefully researched, in terms of teacher needs
• Well-presented, preferably by a teacher or a cutting-edge research
scientist with relevant teaching experience
• Giving plenty of fresh, relevant information
• Offering opportunities during the day for reflection upon what was
being learnt
• Likely to have immediate impact upon their return to the classroom
• Likely to improve general subject knowledge and understanding
• Offering scope for later follow-up, support and networking
• Offering scope for feedback both during the session and later on,
beyond the feedback form usually provided on the day
The Top 10 qualities of a good Teacher:
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Confidence, creativity and a sense of humour
Patience and understanding
True compassion for their students
Very good Presentation Skills
The ability to look at life in a different way and to explain a topic
in a different way.
Dedication to excellence and willing to learn forever and from
everyone including the students
Unwavering support
Willingness to help student achieve.
Pride in student’s accomplishments
Passion for life