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Professional Development In Urban Education

519 Words3 Pages

Professional development is just one of multiple elements that can lead to an increase in teacher retention; however, this is one of the few elements easily controlled on a school level (Berry, Petrin, Gravelle, & Farmer, 2011). Yost and Vogel (2007) summarized outcomes of effective professional development in urban settings. Effective professional development can establish professional communities; enhance decision making; offer new instructional strategies; provide opportunities for reflection; foster mentorship relationships and improve school climate (Yost & Vogel, 2007). Special considerations for professional development are needed for teachers work in both urban and special education settings as training offered should be both personalized and needs based from school population as suggested by Yost and Vogel (2007). Taymans, Tindle, Freund, Ortiz and …show more content…

Moore and Kochan (2013) compared a principal’s perception of professional development in high performing, low income schools and low performing, low income schools. In total, 88 principals were surveyed considering possible barriers and aids to implementing effective professional development in their schools. High performing schools identified the following elements linking professional development to student success: clearly defined and attainable goals and outcomes; adequate funding and administrative support; promotion of the participants' engagement and active learning;a concise focus that examines a few topics; collegiality through networking opportunities with other peers; follow-up opportunities occurring after the initial event; and building on participants' current interests, beliefs, and practices (Moore & Kochan (2013). Each of these factors require principal intervention and assertion of leadership

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Not many have influenced and impacted the profession of education as largely as Dr. Richard DuFour. DuFour’s dedication and passion for teachers, students, and education as a whole will go unmatched for decades to come, and will never be forgotten. Richard DuFour has brought attention to educational professional learning communities, teacher collaboration, and educational research, all focusing on the main goal of student achievement and learning. Throughout his life and career, Dr. DuFour lead with passion, purpose, and strong leadership that held an impact on everyone in with which he came in contact.

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I have facilitated the development of program plans of study, in fulfillment of Perkin’s requirements, and currently working on program pathways. We are revising our course offerings and sequencing through a SREB audit completed last year. Suggested program changes and new program implementations are being evaluated against Pierce and King County Workforce data and job growth projections. Staff certifications, trainings and curriculum development needs are currently being assessed for implementation. Using state and national professional teaching standards and assessments I have provided support for teachers through assistance programs, and professional development.

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Because of the diversity that exists among our student population, it is important to offer an education that meets those diverse needs. This includes fostering an appreciation for the unique qualities students bring to the school community. Through working collaboratively in the classroom, students grow both academically and emotionally as they achieve project goals. In order to meet student needs, teachers must be prepared with the latest in professional development strategies to differentiate instruction among all learners. It is the responsibility of the district to provide comprehensive professional development and resources equitably to the teaching

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During Dr. Lauri Kirsch’s presentation, she discussed one of the professional development strategies where she conducted a simulation of students that have resources along with students that do not have resources. The professional development titled “Four Corners”, paired teachers together, rationing out supplies, and asking all the groups to produce the same outcome. This analogy resembles what students from impoverished areas face, daily. They are not as equipped as their counterparts yet they are asked to perform at the same

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Often considered one of the greatest American writers of the twentieth century, F. Scott Fitzgerald rose to fame as a young, decadent writer who captured the essence of wild economic prosperity and cultural pleasures of the 1920’s known as the Jazz Age. His works are heavily influenced by his everyday life that was plagued by effusive relationships and vicarious self-indulgence. His time spent at Princeton University and in the Army, marriage to eccentric socialite Zelda, and long-time battle with alcoholism all contributed to the vigorous nature of his novels and short stories. Fitzgerald’s life ended relatively early and in far from the spry state of its beginning. Fitzgerald entered Princeton University in September of 1913, contributing to many university publications with his early short stories and humor columns.

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Zeichner (2010) uses the lens of third space to discuss the different types of partnerships and cross-border collaborations teacher preparation programs are implementing. Zeichner’s “...use of third space in this article is concerned with the creation of hybrid spaces in preservice teacher education programs that bring together school and university-based teacher educators and practitioner and academic knowledge in new ways to enhance the learning of prospective teachers” (p. 96). The author describes several types of boundary crossings - K-12 teacher-in-residence programs, multi-media and research of K-12 educators in curriculum, holding methods courses at K-12 partner school, and hybrid teacher educators. The author also advocates for community-based

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The authors participated in a 5-year investigation of a teacher credential program with a strong reputation of preparing teachers to work with ELLs. During this investigation, the authors investigated what did graduates report about ways they engaged in acts of advocacy for ELLs in and beyond the classroom and what challenges arose from this work? The study was conducted at a California university credential program. Focus groups were formed into 5 groups of 5-10 teachers, that met for a total of 3-hours. All

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Mexicans tacos or American tacos? According to the website Fine Dining Lovers “ Every year 4.5 billion tacos are consumed in America” so this is an argument that many people have since 4.5 billion tacos have been eaten both Mexican Tacos and American tacos. So what is the difference between them? Which one is better in terms of taste,cost, and health. In the following paragraphs I will compare both to see which one is better.

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Furthermore, professional learning embedded into educators ' workdays increases the opportunity for all educators to receive individual, team, or school-based support within the work setting to promote continuous improvement (Learning Forward

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In order to become certified teacher there are multiple steps that need to be completed in order to reach teacher status. Understanding how to educate a child with a disability is important. The importance of teaching a child with a disability is knowing their strength and weakness, educating yourself about the disability, and coming up with a plan of action. There are other challenges that come with becoming a teacher and having a large class. Being a teacher at an elementary school has so many positive opportunities.

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Training for personal development can be very beneficial to you and the school. It is an opportunity to gain further knowledge and skill which enables you to adapt to your changing role and duties. Teaching assistants can be moved from helping in a year 6 class to reception age. The role would vary greatly and you may be given training in order to meet the expectations they would have of you. - being firm but fair with the children.

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In Student Demographics, teachers- new and old in teaching service, still want to grow professionally. It ranked 1st with the weighted mean of 4.74. Teachers believe that there is a lot to be gained from pursuing a postgraduate degree. Apart from the fact that it makes them more knowledgeable, it also helps increase their job opportunities and pushes them to develop on both a personal and professional level (Karrera, M).While there is ample evidence that teachers are pursuing graduate degrees in increasing numbers (Memorial University, personal

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3.1. INTRODUCTION It has been argued that lower school achievement creates an unpleasant working condition for principals, which has also been found to be associated with their increased turnover (Partlow, 2007) All high school principals employed by California (USA) public school districts serve as the population for this study. From a compensation perspective, it is appropriate to hold the focal position constant because ‘‘pay amount varies by focal position’’

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PROFESSIONAL COMMITMENT Commitment plays a decisive role in effective teaching. Commitment refers to socio psychological bonding of an individual to his profession, its values, and goals. The extent to which the individual behave in an expected manner can be reflected in their commitment to the profession. According to Randall (1985) Commitment was defined as (i) A strong belief in and acceptance of the goals and values of the profession.

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Englert & Tarrant (1995) studied three special education teachers within a learning community and suggest that one teacher developed skills of implementing a new group story format and utilising choral reading strategies. Berry, Johnson, & Montgomery (2005) noted that teachers in a learning community search for outside ideas to help them solve teaching dilemmas. Andrews & Lewis (2002) explore teachers’ perceptions about being in a learning community and indicated changes in their practices. However, in all those studies concrete evidence of a link between peer support and changes in practice is illusive; especially the methodologies are challenging. Although Dunne, Nave, & Lewis (2000) studied teachers for two years and collected data through multiple ways, there was no indication of practices prior to the intervention.

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