Advertisement
Professional Development Goals for Teachers: Elevating Your Teaching Career
Introduction:
Are you a teacher yearning to enhance your skills, boost your impact, and propel your career to new heights? The path to professional excellence lies in setting clear, achievable professional development goals. This comprehensive guide dives deep into crafting effective professional development goals for teachers, offering practical strategies, examples, and actionable steps to transform your teaching practice and achieve lasting success. We'll cover everything from identifying your strengths and weaknesses to setting SMART goals and tracking your progress, ensuring you have the tools and insights you need to flourish in your profession.
Identifying Your Professional Development Needs
Before setting any goals, honest self-reflection is crucial. What aspects of your teaching are you most proud of? What areas need improvement? Consider these questions:
Student Outcomes: Are your students consistently achieving the learning objectives? Where do you see gaps in their understanding?
Teaching Methods: Are your teaching methods engaging and effective for all learning styles? Are you utilizing innovative technologies and strategies?
Classroom Management: Are you effectively managing classroom behavior and creating a positive learning environment?
Collaboration: How effectively do you collaborate with colleagues, parents, and administrators?
Personal Growth: What skills or knowledge would you like to acquire to enhance your personal and professional well-being?
Analyzing Student Data and Feedback
Don't underestimate the power of data. Analyze student performance data, including assessment results and feedback. Look for trends and patterns that highlight areas for improvement in your instruction. Seek feedback from your students, colleagues, and administrators. This feedback can provide valuable insights into your strengths and weaknesses.
Setting SMART Professional Development Goals
Once you've identified your needs, it's time to set SMART goals:
Specific: Clearly define your goal. Avoid vague statements.
Measurable: How will you track your progress? Use quantifiable metrics.
Attainable: Set realistic goals you can achieve within a reasonable timeframe.
Relevant: Ensure your goals align with your teaching context and career aspirations.
Time-bound: Set a deadline for achieving your goal.
Examples of SMART Professional Development Goals:
Specific: Improve student engagement in my 6th-grade science class.
Measurable: Increase student participation in class discussions by 20% by the end of the semester, as measured by observation and participation logs.
Attainable: This is achievable through implementing new interactive activities and strategies.
Relevant: Increased student engagement is crucial for improving learning outcomes in science.
Time-bound: Achieve this by the end of the fall semester.
Specific: Enhance my skills in using technology to enhance learning.
Measurable: Complete a professional development course on integrating technology in the classroom and implement at least three new technology tools by the end of the year.
Attainable: Many online courses and workshops are available on this topic.
Relevant: This is crucial in today's technology-driven learning environment.
Time-bound: Complete the course and implement the tools by June.
Resources for Professional Development
Numerous resources are available to support your professional growth:
Online Courses: Platforms like Coursera, edX, and FutureLearn offer a wide range of courses for teachers.
Workshops and Conferences: Attend professional development workshops and conferences relevant to your interests.
Mentorship Programs: Connect with experienced teachers who can provide guidance and support.
Professional Organizations: Join professional organizations like the National Education Association (NEA) or your state's education association.
Independent Study: Engage in independent study, reading books and articles related to your professional goals.
Tracking Your Progress and Making Adjustments
Regularly monitor your progress toward your goals. Use tools like journals, spreadsheets, or digital trackers to document your activities and achievements. If you're not making progress as planned, don't be afraid to adjust your goals or strategies. Flexibility is key to successful professional development.
Conclusion
Setting and achieving professional development goals is a continuous journey. By engaging in regular self-reflection, setting SMART goals, utilizing available resources, and consistently tracking your progress, you can significantly enhance your teaching skills, elevate your career, and ultimately make a greater impact on the lives of your students. Embrace the opportunity for growth, and you'll find yourself a more confident, effective, and fulfilled educator.
FAQs:
1. How often should I review and update my professional development goals? Ideally, review and update your goals at least once a semester or annually, depending on your progress and evolving needs.
2. What if I don't have time for professional development? Prioritize even small steps. Dedicate just 30 minutes a week to learning something new. Small, consistent efforts add up to significant growth over time.
3. How can I get my administration's support for my professional development goals? Present your goals clearly, demonstrating how they align with school improvement plans and student needs. Request release time or funding for relevant courses or conferences.
4. What if I don't see immediate results from my professional development efforts? Remember that professional development is a long-term investment. Be patient, persistent, and keep refining your strategies. Celebrate small wins along the way.
5. How can I measure the impact of my professional development on student learning? Track student performance data before and after implementing new strategies. Gather student feedback and observe changes in student engagement and achievement.
| professional development goals for teachers: First Year Teacher's Survival Guide Julia G. Thompson, 2009-05-18 The best-selling First Year Teacher's Survival Kit gives new teachers a wide variety of tested strategies, activities, and tools for creating a positive and dynamic learning environment while meeting the challenges of each school day. Packed with valuable tips, the book helps new teachers with everything from becoming effective team players and connecting with students to handling behavior problems and working within diverse classrooms. The new edition is fully revised and updated to cover changes in the K-12 classroom over the past five years. Updates to the second edition include: • New ways teachers can meet the professional development requirements of the No Child Left Behind Act • Entirely new section on helping struggling readers, to address the declining literacy rate among today’s students • Expanded coverage of helpful technology solutions for the classroom • Expanded information on teaching English Language Learners • Greater coverage of the issues/challenges facing elementary teachers • More emphasis on how to reach and teach students of poverty • Updated study techniques that have proven successful with at-risk students • Tips on working effectively within a non-traditional school year schedule • The latest strategies for using graphic organizers • More emphasis on setting goals to help students to succeed • More information on intervening with students who are capable but choose not to work • Updated information on teachers’ rights and responsibilities regarding discipline issues • Fully revised Resources appendix including the latest educational Web sites and software |
| professional development goals for teachers: The Professional Development of Teacher Educators Tony Bates, Anja Swennen, Ken Jones, 2014-12-18 This book makes a significant contribution to a hitherto much neglected area. The book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers. The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers fundamental and thoughtful critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may well have a wider applicability. Many of the authors are active and leading persons in the international fields of teacher education and of professional development. The book considers: novice teacher educators, issues of transition; identity development including research identity; the facilitation and mentoring of teacher educators; self-study research including collaborative writing, use of stories; professional development within the context of curriculum and structural reform. Becoming a teacher is recognised as a transformative search by individuals for their teaching identities. Becoming a teacher educator often involves a more complex and longer journey but, according to the many travel stories told here, one that can be a deeply satisfying experience. This book was published as a special issue of Professional Development in Education. |
| professional development goals for teachers: Targets for Teachers Judy K. Werder Sargent, Ann E. Smejkal, 2000 |
| professional development goals for teachers: Goal Setting and Personal Development Bernice Higgins, 2015 There are important links between teachers' own experiences at work and their students' outcomes. A crucial part of providing successful learning environments for students in K-12 classrooms is to have effective teachers. In this book, the authors lead a discussion on how attending to teachers' experiences in the classroom is central for promoting effective teaching and learning. The authors examine the relationship of goal setting processes of teachers across different professional development (PD) experiences with teacher pedagogical learning. A matrix is also developed that can be used to help teachers integrate entrepreneurial mindset training throughout the curricula and the education system as a whole. The third chapter explores the links between instructional practices and interest and satisfaction of the teachers' students. The fourth chapter focuses on the positive impact of effective functioning on achievement-related outcomes. |
| professional development goals for teachers: How to Create a Culture of Achievement in Your School and Classroom Douglas Fisher, Nancy Frey, Ian Pumpian, 2012 No school improvement effort can be effective without addressing school culture, and in this book you'll learn how to put in place the five pillars essential to building a culture of achievement. |
| professional development goals for teachers: Growing as a Teacher Clive Beck, Clare Kosnik, 2014 Teacher learning doesn't end with initial preparation; many insights and skills remain to be added. This book is concerned with ongoing teacher learning, its goals (Part I) and pathways (Part II). It is based on a longitudinal study of 42 teachers: 20 over their first 8 years of teaching and 22 over their first 5 years.The areas of continued teacher learning identified in our study were: vision of teaching, program planning, assessment, relevance, subject content and pedagogy, classroom organization and community, inclusion, and professional identity. The pathways of learning included informal and formal PD, teacher inquiry, and school-based learning.A key finding of our research was that, over the years, teachers learn a great deal informally. However, they do so largely on their own and under considerable stress. Teachers need more support than they currently receive, both for survival and to enhance their informal learning. |
| professional development goals for teachers: Teacher-centered Professional Development Gabriel Díaz-Maggioli, 2004 Teacher-Centered Professional Development is a hands-on guide to collaborative skill building for educators. It introduces the Teacher's Choice Framework, a model that empowers teachers by helping them choose and initiate professional growth activities according to their schedules, strengths, and needs. The book describes a wide variety of professional development strategies, including mentoring, journal writing, peer-to-peer coaching, and seminars. For each strategy, the author provides: * A brief history of the research base * A step-by-step guide to implementing the strategy * Sample handouts and assessment forms * Examples from the field of the strategy in practice With this book, teachers at all levels can quickly learn how to set up development teams, conduct action research, and engage in other activities to further their skills. In addition, the Teacher's Choice Framework helps educators prioritize their needs and choose the strategies that best suit those needs. Teacher-Centered Professional Development offers both a perfect introduction to staff development options and a commonsense method for choosing among them. |
| professional development goals for teachers: Designing & Teaching Learning Goals & Objectives Robert J. Marzano, 2010-08-10 Design and teach effective learning goals and objectives by following strategies based on the strongest research available. This book includes a summary of key research behind these classroom practices and shows how to implement them using step-by-step hands-on strategies. Short quizzes help readers assess their understanding of the instructional best practices explained in each section. |
| professional development goals for teachers: Growing as a Teacher Clive Beck, Clare Kosnik, 2014-05-12 Teacher learning doesn’t end with initial preparation; many insights and skills remain to be added. This book is concerned with ongoing teacher learning, its goals (Part I) and pathways (Part II). It is based on a longitudinal study of 42 teachers: 20 over their first 8 years of teaching and 22 over their first 5 years. The areas of continued teacher learning identified in our study were: vision of teaching, program planning, assessment, relevance, subject content and pedagogy, classroom organization and community, inclusion, and professional identity. The pathways of learning included informal and formal PD, teacher inquiry, and school-based learning. A key finding of our research was that, over the years, teachers learn a great deal informally. However, they do so largely on their own and under considerable stress. Teachers need more support than they currently receive, both for survival and to enhance their informal learning. Teachers can benefit significantly from external input, but their everyday learning makes them key “experts” in teaching. Accordingly, PD providers should work with teachers, utilizing their existing knowledge. This book is written for consideration by teachers, student teachers, teacher educators, PD providers, policy developers, and others interested in facilitating teacher learning. Some of us have been writing – somewhat desperately – on these ideas for years. Beck and Kosnik have given us strong evidence that the ideas are effective in practice. I hope this persuasive and beautifully written book will be widely read.Nel Noddings, Lee Jacks Professor of Education Emerita, Stanford University This book makes a powerful case for taking teachers’ professional development seriously. It brings us the voices of beginning teachers as they deepen their professional knowledge over time and makes clear the depth of commitment they bring to the job. Professor Gemma Moss, Institute of Education, University of London |
| professional development goals for teachers: Teachers’ Goals, Beliefs, Emotions, and Identity Development Paul A. Schutz, Ji Hong, Dionne Cross Francis, 2020-04-21 Teachers’ Goals, Beliefs, Emotions, and Identity Development discusses the nonlinear, multifaceted processes of teacher development by foregrounding constructs related to well-being and professional standards. Teachers lead full, complex lives that are set in both immediate and social-historical realities that significantly shape their ongoing successes and challenges. Informed by a range of psychological and educational theories and perspectives and meaningfully situated in contemporary perspectives of teacher well-being, this book offers comprehensive and holistic approaches to the processes and contexts of teacher development. The authors’ research and implications for practice will be useful for prospective and practising teachers, teacher educators, classroom researchers, school administrators, and policymakers. |
| professional development goals for teachers: Designing and Implementing Effective Professional Learning John Murray, 2013-09-18 For sustained success, educators must commit to their own lifelong improvement. A clear correlation exists between level of focus on teacher professional development (PD) and student success. In this book, John Murray identifies the characteristics of effective professional learning, detailing eight strategies for planning, and executing, and evaluating PD programs. Content includes: The proven “backward” approach to articulating the goals of your PD program Descriptions of innovative and effective designs for professional learning such as Lesson Study and Instructional Rounds Powerful approaches to designing and implementing online PD |
| professional development goals for teachers: Professional Development for Inquiry-Based Science Teaching and Learning Olia E. Tsivitanidou, Peter Gray, Eliza Rybska, Loucas Louca, Costas P. Constantinou, 2018-09-03 This book examines the implementation of inquiry-based approaches in science teaching and learning. It explores the ways that those approaches could be promoted across various contexts in Europe through initial teacher preparation, induction programmes and professional development activities. It illustrates connections between scientific knowledge deriving from the science education research community, teaching practices deriving from the science teachers’ community, and educational innovation. Inquiry-Based Science Teaching and Learning (IBST/L) has been promoted as a policy response to pressing educational challenges, including disengagement from science learning and the need for citizens to be in a position to evaluate evidence on pressing socio-scientific issues. Effective IBST/L requires well-prepared and skilful teachers, who can act as facilitators of student learning and who are able to adapt inquiry-based activity sequences to their everyday teaching practice. Teachers also need to engage creatively with the process of nurturing student abilities and to acquire new assessment competences. The task of preparing teachers for IBST/L is a challenging one. This book is a resource for the implementation of inquiry-oriented approaches in science education and illustrates ways of promoting IBST/L through initial teacher preparation, induction and professional development programmes. |
| professional development goals for teachers: Flip the System Australia Deborah M. Netolicky, Jon Andrews, Cameron Paterson, 2018-12-07 This is a book by educators, for educators. It grapples with the complexities, the humanity and the possibilities in education. In a climate of competing accountabilities and measurement mechanisms; corporate solutions to education ‘problems’; and narratives of ‘failing’ schools, ‘underperforming’ teachers and ‘disengaged’ students; this book asks ‘What matters?’ or ‘What should matter?’ in education. Based in the unique Australian context, this book situates Australian education policy, research and practice within the international education narrative. It argues that professionals within schools should be supported, empowered and welcomed into policy discourse, not dictated to by top-down bureaucracy. It advocates for a flipping, flattening and democratising of the education system, in Australia and around the world. Flip the System Australia: What matters in education brings together the voices of teachers, school leaders and scholars in order to offer diverse perspectives, important challenges and hopeful alternatives to the current education system. |
| professional development goals for teachers: The 30 Goals Challenge for Teachers Shelly Sanchez Terrell, 2015 The 30 Goals Challenge for Teachers helps educators implement manageable changes in order to grow, reconnect to their students, and improve their classroom practice. |
| professional development goals for teachers: Evaluating Professional Development Thomas R. Guskey, 2000 Explains how to better evaluate professional development in order to ensure that it increases student learning, providing questions for accurate measurement of professional development and showing how to demonstrate results and accountability. |
| professional development goals for teachers: Responsive Teaching Harry Fletcher-Wood, 2018-05-30 This essential guide helps teachers refine their approach to fundamental challenges in the classroom. Based on research from cognitive science and formative assessment, it ensures teachers can offer all students the support and challenge they need – and can do so sustainably. Written by an experienced teacher and teacher educator, the book balances evidence-informed principles and practical suggestions. It contains: A detailed exploration of six core problems that all teachers face in planning lessons, assessing learning and responding to students Effective practical strategies to address each of these problems across a range of subjects Useful examples of each strategy in practice and accounts from teachers already using these approaches Checklists to apply each principle successfully and advice tailored to teachers with specific responsibilities. This innovative book is a valuable resource for new and experienced teachers alike who wish to become more responsive teachers. It offers the evidence, practical strategies and supportive advice needed to make sustainable, worthwhile changes. |
| professional development goals for teachers: Transformational Professional Learning Deborah M. Netolicky, 2019-08-09 Emerging from an education world that sees professional learning as a tool to positively shape teaching practice in order to improve student learning, Transformational Professional Learning elucidates professional learning that is transformational for teachers, school leaders, and schools. Written from the unique ‘pracademic’ perspective of an author who is herself a practising teacher, school leader, and researcher, this book articulates the why and the what of professional learning. It acts as a bridge between research and practice by weaving scholarly literature together with the lived experience of the author and with the voices of those working in schools. It covers topics from conferences, coaching, and collaboration, to teacher standards and leadership of professional learning. This book questions the ways in which professional learning is often wielded in educational settings and shows where teachers, school leaders, system leaders, and researchers can best invest their time and resources in order to support and develop the individuals, teams, and cultures in schools. It will be of great interest to teachers, leaders within schools, staff responsible for professional learning in school contexts, professional learning consultants, professional learning providers, and education researchers. |
| professional development goals for teachers: Professional Capital Andy Hargreaves, Michael Fullan, 2015-04-24 The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, What's Worth Fighting for in Your School? [This book was co-published with the Ontario Principals' Council.]. |
| professional development goals for teachers: Instructional Coaching Jim Knight, 2007-05-01 An innovative professional development strategy that facilitates change, improves instruction, and transforms school culture! Instructional coaching is a research-based, job-embedded approach to instructional intervention that provides the assistance and encouragement necessary to implement school improvement programs. Experienced trainer and researcher Jim Knight describes the nuts and bolts of instructional coaching and explains the essential skills that instructional coaches need, including getting teachers on board, providing model lessons, and engaging in reflective conversations. Each user-friendly chapter includes: First-person stories from successful coaches Sidebars highlighting important information A Going Deeper section of suggested resources Ready-to-use forms, worksheets, checklists, logs, and reports |
| professional development goals for teachers: Advancing Formative Assessment in Every Classroom Connie M. Moss, Susan M. Brookhart, 2019-05-13 Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it. In the updated 2nd edition of this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together—every day, every minute—to gather evidence of learning, always keeping in mind three guiding questions: Where am I going? Where am I now? What strategy or strategies can help me get to where I need to go? Chapters focus on the six interrelated elements of formative assessment: (1) shared learning targets and criteria for success, (2) feedback that feeds learning forward, (3) student self-assessment and peer assessment, (4) student goal setting, (5) strategic teacher questioning, and (6) student engagement in asking effective questions. Using specific examples based on their extensive work with teachers, the authors provide - Strategic talking points and conversation starters to address common misconceptions about formative assessment; - Practical classroom strategies to share with teachers that cultivate students as self-regulated, assessment-capable learners; - Ways to model the elements of formative assessment in conversations with teachers about their professional learning; - What if scenarios and advice for how to deal with them; and - Questions for reflection to gauge understanding and progress. As Moss and Brookhart emphasize, the goal is not to do formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a partnership of intentional inquiry between student and teacher, with better teaching and learning as the outcome. |
| professional development goals for teachers: Self-theories Carol S. Dweck, 2013-12-16 This innovative text sheds light on how people work -- why they sometimes function well and, at other times, behave in ways that are self-defeating or destructive. The author presents her groundbreaking research on adaptive and maladaptive cognitive-motivational patterns and shows: * How these patterns originate in people's self-theories * Their consequences for the person -- for achievement, social relationships, and emotional well-being * Their consequences for society, from issues of human potential to stereotyping and intergroup relations * The experiences that create them This outstanding text is a must-read for researchers in social psychology, child development, and education, and is appropriate for both graduate and senior undergraduate students in these areas. |
| professional development goals for teachers: Mentoring Beginning Teachers Jean Boreen, 2009 The first edition of Mentoring Beginning Teachers was named an Outstanding Academic Title by the American Library Association's Choice magazine in 2000. The expanded second edition -- packed with insights, anecdotes, and updated research -- provides mentors with a road map for helping new teachers become confident, reflective educators. The collaborative model outlined in the book is enlightening and rewarding for the mentor and the novice alike. The authors have incorporated the latest findings on all aspects of mentoring --from preparing to be a mentoring guide or coach to school culture and parent outreach. Teachers will find five new chapters on working with ELL students, working with parents, curriculum mapping, school culture, and the role of administrators within an effective mentoring system. Organized around a series of questions, the book allows mentors to quickly locate practical advice to match any mentoring situation. The range of resources includes: recommendations for pairing mentors and teachers, questions to jump-start conversations, ideas for teacher reflection, and answers to the most commonly asked mentor questions. Mentoring Beginning Teachers, Second Edition provides a comprehensive and tested plan for helping mentors guide new teachers in moving beyond the basics of plan/teach/evaluate to a higher level of joint assessment and inquiry. |
| professional development goals for teachers: Guided Math: A Framework for Mathematics Instruction Sammons, Laney, 2017-03-01 Use a practical approach to teaching mathematics that integrates proven literacy strategies for effective instruction. This professional resource will help to maximize the impact of instruction through the use of whole-class instruction, small-group instruction, and Math Workshop. Incorporate ideas for using ongoing assessment to guide your instruction and increase student learning, and use hands-on, problem-solving experiences with small groups to encourage mathematical communication and discussion. Guided Math supports the College and Career Readiness and other state standards. |
| professional development goals for teachers: Handbook of Research on Professional Development for Quality Teaching and Learning Petty, Teresa, Good, Amy, Putman, S. Michael, 2016-06-16 As educational standards continue to transform, it has become essential for educators and pre-service teachers to receive the support and training necessary to effectively instruct their students and meet societal expectations. However, there is not a clear consensus on what constitutes teacher effectiveness and quality within the education realm. The Handbook of Research on Professional Development for Quality Teaching and Learning provides theoretical perspectives and empirical research on educator preparation and methods for enhancing the teaching process. Focusing on teacher effectiveness and support provided to current and pre-service educators, this publication is a comprehensive reference source for practitioners, researchers, policy makers, graduate students, and university faculty. |
| professional development goals for teachers: How Full Is Your Bucket? For Kids Mary Reckmeyer, Tom Rath, 2020-06-16 An illustrated adaptation of the long-running bestseller How Full Is Your Bucket? (more than 400,000 copies sold) for kids — told through the story of a boy who learns a valuable “bucket filling” metaphor and watches it come to life as the day unfolds. Every moment matters. Each of us has an invisible bucket. When our bucket is full, we feel great. When it’s empty, we feel awful. Yet most children (and many adults) don’t realize the importance of having a full bucket throughout the day. In How Full Is Your Bucket? For Kids, Felix begins to see how every interaction in a day either fills or empties his bucket. Felix then realizes that everything he says or does to other people fills or empties their buckets as well. Follow along with Felix as he learns how easy it can be to fill the buckets of his classmates, teachers and family members. Before the day is over, you’ll see how Felix learns to be a great bucket filler, and in the process, discovers that filling someone else’s bucket also fills his own. |
| professional development goals for teachers: Traits of Writing Ruth Culham, 2010 Effective, easy-to-use tools for trait-based assessment and instruction--just for middle school teachers. Includes printable reproducible forms! |
| professional development goals for teachers: Ethics in Education David E. W. Fenner, 1999 First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company. |
| professional development goals for teachers: Designing Professional Development for Teachers of Science and Mathematics Susan Loucks-Horsley, Katherine E. Stiles, Susan Mundry, Peter W. Hewson, 2010 The revised classic for designing mathematics and science professional development presents an updated planning framework and many professional development strategies and emphasizes continuous program monitoring and building professional cultures. |
| professional development goals for teachers: Professional Development for Language Teachers Jack C. Richards, Thomas S. C. Farrell, 2005-04-04 This much-needed text provides a coherent and strategic approach to teacher development Teacher Development for Language Teachers examines ten different approaches for facilitating professional development in language teaching: self-monitoring, support groups, journal writing, classroom observation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research. The introductory chapter provides a conceptual framework. All chapters contain practical examples and reflection questions to help readers apply the approach in their own teaching context. |
| professional development goals for teachers: Overcoming Current Challenges in the P-12 Teaching Profession Keough, Penelope D., 2019-11-29 Teachers are constantly faced with a plethora of challenges, but none has been more prevalent in the 21st century than educating a diverse collection of students. In the midst of the current challenges in teaching P-12 students, pre-service teachers may be under district contract but may not be prepared for teaching students with disabilities, the homeless, second language learners recently immigrated to the United States, or students who face emotional challenges or addiction. Overcoming Current Challenges in the P-12 Teaching Profession is an essential reference book that provides insight, strategies, and solutions to overcome current challenges experienced by P-12 teachers in general and special education. Featuring coverage on a broad range of topics such as global education, professional development, and responsive teaching, this book is ideally designed for educators, administrators, school psychologists, counselors, academicians, researchers, and students seeking current research on culturally responsive teaching. |
| professional development goals for teachers: Teacher Learning That Matters Mary Kooy, Klaas van Veen, 2012-02-27 In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define teacher learning that matters as it shapes and directs pedagogical practices with the goal of improving student learning. This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge. Teacher learning matters on an international scale because teachers are the portals through which any initiative for change and reform is realized. Recognizing that a highly skilled teaching force is instrumental to improving student achievement adds import to generating interactive dialogue on teacher learning around the globe. |
| professional development goals for teachers: Professional Development That Sticks Fred Ende, 2016-02-22 How can we approach professional development in a thoughtful way, keep teachers motivated, and make the process worthwhile? It's a truth that school leaders can't deny: teachers tend to think of PD as a distraction from the real work of the classroom—as something to get through instead of an opportunity to engage, learn, and grow as professionals. Too often, they're absolutely right. When PD is packaged as a one-size-fits-all, one-and-done experience, even content that teachers might greet with enthusiasm won't stay with them for long. It just doesn't stick. In Professional Development That Sticks, Fred Ende makes the case for a better approach—one that melds traditional PD structures with personalized learning. Here, school leaders will find a framework for developing professional learning experiences that spark and maintain teacher motivation and lead to real changes in practice. Ende's three-stage professional development for learning (PDL) process covers critical aspects of planning, providing, and following up. In addition, PDL's Think, Act, and Reflect method ensures your teachers will acquire meaningful, deep, sticky learning that lasts. |
| professional development goals for teachers: Teacher Professional Development for Improving Quality of Teaching Bert Creemers, Leonidas Kyriakides, Panayiotis Antoniou, 2012-11-05 This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factor was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studies supporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided. |
| professional development goals for teachers: Teacher Professional Development Eleonora Villegas-Reimers, 2003 |
| professional development goals for teachers: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike. |
| professional development goals for teachers: Science Teachers' Learning National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Teacher Advisory Council, Board on Science Education, Committee on Strengthening Science Education through a Teacher Learning Continuum, 2016-01-15 Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science. |
| professional development goals for teachers: Advancing the Three-Minute Walk-Through Carolyn J. Downey, Betty E. Steffy, William K. Poston, Jr., Fenwick W. English, 2009-10-28 This book provides the most informed and transformative blueprint known for building the capacity of teacher coaches and supervisors. Districts across Texas are using the Downey Walk-Through to break through the barrier of the isolated classroom and provide a platform for improved dialogue about teaching and learning. —Susan P. Holley, Associate Executive Director Texas Association of School Administrators Master the Downey Walk-Through for reflective dialogue with this must-have sequel! In 2004, The Three-Minute Classroom Walk-Through introduced educators to the Downey Walk-Through, a practical approach to coaching and supervision that is now widely accepted and used. Offering an expanded examination of the Downey Walk-Through, this sequel to the bestseller focuses on the second part of the walk-through—the reflective follow-up conversation—and clarifies many of the common misconceptions and misapplications of the approach. The authors illustrate how leaders can use observations from the walk-through to engage in professional conversations and encourage teachers to reflect on and improve their practice. Offering extended examples, activities, and guidelines for changing schools one teacher at a time, this resource shows school leaders how to: Provide effective follow-up discourse without criticizing or demoralizing teachers Build collegial and respectful relationships with faculty members Help teachers see their power to become continuously improving professionals Foster a collaborative process between principals, teachers, and other instructional leaders Now educators can enrich their professional interchange as they work together to evaluate, redefine, and strengthen best practices for the classroom! |
| professional development goals for teachers: File Organizer Pocket Chart Scholastic, Scholastic Inc, 2009-12 Pocket chart features 10 sturdy pockets that fit letter-size folders. Perfect for organizing student files, file-folder games, forms, and other paperwork. For use with Grades Kâe5. |
| professional development goals for teachers: The Together Teacher Maia Heyck-Merlin, 2012-05-09 An essential guide for over-scheduled teachers Maia Heyck-Merlin helps teachers build the habits, customize the tools, and create space to become a Together Teacher. This practical resource shows teachers how to be effective and have a life! Author and educator Maia Heyck-Merlin explores the key habits of Together Teachers—how they plan ahead, organize work and their classrooms, and how they spend their limited free time. The end goal is always strong outcomes for their students. So what does Together, or Together Enough, look like? To some teachers it might mean neat filing systems. To others it might mean using time efficiently to get more done in fewer minutes. Regardless, Together Teachers all rely on the same skills. In six parts, the book clearly lays out these essential skills. Heyck-Merlin walks the reader through how to establish simple yet successful organizational systems. There are concrete steps that every teacher can implement to achieve greater stability and success in their classrooms and in their lives. Contains templates and tutorials to create and customize a personal organizational system and includes a companion website: www.thetogetherteacher.com Recommends various electronic or online tools to make a teacher's school day (and life!) more efficient and productive Includes a Reader's Guide, a great professional development resource; teachers will answer reflection questions, make notes about habits, and select tools that best match individual needs and preferences Ebook customers can access CD contents online. Refer to the section in the Table of Contents labeled, Download CD/DVD Content, for detailed instructions. |
| professional development goals for teachers: Guided Math Workshop Laney Sammons, Donna Boucher, 2017-03-01 This must-have resource helps teachers successfully plan, organize, implement, and manage Guided Math Workshop. It provides practical strategies for structure and implementation to allow time for teachers to conduct small-group lessons and math conferences to target student needs. The tested resources and strategies for organization and management help to promote student independence and provide opportunities for ongoing practice of previously mastered concepts and skills. With sample workstations and mathematical tasks and problems for a variety of grade levels, this guide is sure to provide the information that teachers need to minimize preparation time and meet the needs of all students. |
23 Teacher Professional Goals Examples for 2024 - Develop …
Sep 25, 2023 · From improving student achievement, to fostering a growth mindset, the 23 goals listed below will serve as a comprehensive guide for teaching professionals looking to excel in their careers.
19 Professional Development Goals for Teachers
Simplify setting professional development goals for teachers by first considering universal areas of prospective growth such as content knowledge, best practices, assessment, and communication. Then, the next step is to narrow the focus to align with a SMART goal.
How to Set and Achieve Professional Development Goals for Teachers
Jun 25, 2024 · Discover actionable professional development goals for teachers and strategies to achieve them. Learn how to enhance classroom management, integrate technology, improve student engagement, and more with practical examples.
Professional Development For Teachers: Tips, Resources & More
November 8, 2024. Professional development for teachers is crucial to improve teaching practices and student outcomes. This article will provide you with top strategies, collaborative opportunities, and essential resources designed to enhance your professional growth. Whether you’re a new or experienced educator, you’ll find practical ...
Top 10 Professional Development Goals for Teachers
Aug 13, 2024 · Enhance your teaching skills with our list of 10 professional development goals, designed to empower educators with the latest strategies and techniques for classroom success.
2024 Career Goals for Teachers - 12+ Goal Examples (Full Guide)
Setting professional goals as a Teacher is essential for personal growth, classroom success, and long-term career development. By establishing clear objectives, educators can enhance their teaching practices, foster student achievement, and …
121 SMART Goals for Teachers (Examples to Copy and Paste)
May 30, 2024 · Examples of Goals for Teachers. 1. Grade Improvement: Improve class average on state math tests by 15% by the end of the year. 2. Parent-Teacher Conferences: Increase parent-teacher meetings for underperforming students by 25% within a semester. 3. Reading Levels: Increase average student reading levels by two grades by year’s end. 4.
6 Professional Development / Learning Goals for Teachers (w/ …
Nov 22, 2021 · Strategic goals help educators at every level improve and do their jobs as effectively as possible. They also help students directly and indirectly by giving teachers the tools they need to engage their students. With that in mind, here are six professional development goal examples to inspire you.
SMART Goals for Teachers: 10 Examples [+ Free Template]
Utilize SMART goals for teachers to improve educational practices and overall learning experiences. Get started with these practical examples.
Teacher Professional Goals Examples: Enhancing Education …
Mar 1, 2024 · Different Types of Professional Goals for Teachers Enhancing Pedagogical Skills. Teachers can enhance their pedagogical skills by constantly seeking professional development opportunities, attending workshops, and staying updated with the latest research and best practices in education.
Teaching Better, Together: Literacy Coaching as Collaborative ...
Coach as Professional-Development . Facilitator “Literacy coaches can provide ongoing, teacher . centered, embedded professional development . in a classroom environment” (Mraz et al. 2011, 179). Such professional development can occur in traditional large-group settings or when a coach interacts with small groups of teachers or individual ...
UNIT 16 PROFESSIONAL DEVELOPMENT Practitioner …
16.4 NEED AND IMPOR TANCE OF PROFESSIONAL DEVELOPMENT “Professional development of teachers is not an event, rather it is a continuous process”, this is a common statement written in most of the documents dealing with professional development of teachers. There is no doubt that teaching is a profession and has certain professional obligations.
Philippine Professional Standards for Teachers 1
Professional development goals Career stages Teacher professional development happens in a continuum from beginning to exemplary practice. Anchored on the principle of lifelong learning, the set of professional standards for teachers recognizes the significance of a standards framework that articulates developmental progression as teachers
TEACHER INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN
Ohio Standards for the Teaching Profession [Standards for Ohio Educators p. 12] Standard 1 - Teachers understand student learning and development and respect the diversity of the students they Standard 2 - Teachers know and understand the content area for which they have instructional responsibility. Standard 3 - Teachers understand and use varied assessments to …
Principal Professional Development - ed
ample, districts overwhelmingly support teachers’ professional development (Manna, 2015). But there are avenues for improving principal professional development. Some states and districts are already doing this work, and there is research that illustrates what can be done to enhance on-the-job principal professional development.
Individual Professional Development Plan (IPDP) for Early …
Early Childhood Teachers, Early Interventionists, and Early Childhood Special Educators . ... (IPDPs) for their professional growth and improvement. IPDPs include specific, concrete professional development goals based on your evaluation of your current knowledge and competencies in the domains of Rhode Island’s Workforce Knowledge and ...
Designing and Leading Professional Development for …
Developing and Leading Professional Development for Teachers for the Office of English Language Programs. This work is licensed ... Based on teachers’ personal, professional goals 3. Focuses on classroom prac:ce 4. Models the methods 5. Provides ongoing implementaon support 6. ...
Critical Reflection in the Professional Development of …
between the professed goals and the actual reflective practice of teachers remains. The article starts with a short overview of the different defini- ... professional development of teachers, teacher learning 1 *Corresponding Author. University of Ljubljana, Faculty of Arts, Department of Educational Sciences, Slovenia; Marjeta.Saric@ff.uni-lj.si.
Professional Development Agenda
Key Goals and Strategies of Quality Professional Development What are the Goals of Professional Development? Typical professional development programs provide limited opportunities for teachers to translate new knowledge into their work with students and to practice teaching. By contrast, quality professional development seeks to boost
Nationally-validated Version. Finalized, TEC Workshop, August …
5. Professional development goals Career stages Teacher professional development happens in a continuum from beginning to exemplary practice. Anchored on the principle of lifelong learning, the set of professional standards for teachers recognizes the significance of a standards framework that articulates developmental progression as teachers
IN-SERVICE TRAINING AND PROFESSIONAL DEVELOPMENT …
(ODL) affects teachers professional development and offers suggestions on how ICTS could be used to improved and increased teachers professional skills in Nigeria. In industrialized countries, ODL has been used to reach new constituencies ... planning goals start to shift from quantity to quality. The minimum entry to teaching profession is ...
AFramework for Designing Professional Development
The science staff development teachers on the team had been practicing inquiry-based science in the classroom for years. Some members had been ... inputs into the vision and goals that drive professional development plan-ning. Beliefs are the ideas people are committed to. Sometimes called core values, fundamental choices, or mental models ...
Individual Professional Development Plan (IPDP) for Early …
Dec 1, 2014 · plans (IPDPs) for their professional growth and improvement. IPDPs include specific, concrete professional development goals based on your evaluation of your current knowledge and competencies in the domains of Rhode Island’s Workforce Knowledge and Competencies frameworks (WKCs) for early learning educators. ...
Best Practices in Principal Professional Development
Professional development for principals What principals receive in the form of professional development (PD) is not unlike what teachers receive. Wei, et. al. (2009) noted that there is a significant gap between what teachers receive in the form of PD and what they hope to receive. Too often, PD is based on
NATIONAL TEACHING COUNCIL
of educational goals. Though the National Teachers’ Standards provides the basis for professional growth of the teachers, there is the need to put these standards in action. ... Broadly, Teachers’ PROFESSIONAL DEVELOPMENT (PD) is a systematic and sustained process by
School Professional Development Plan (PDP) Template and …
what teachers should know and be able to do to ensure every K-12 student reaches the goal of being ready to enter college or the workforce. Each district’s ... In Table 1, enter in priority order the annual goals for staff professional development and growth. These can be derived from many sources of evidence compiled
Co-Teaching: An Effective Professional Development Tool
an effective professional development model for teacher enhancement. ... goal, while also providing professional development opportunities to assist teachers in developing their abilities and increasing their capacities to meet the evolving needs of their students. Finding effective professional learning opportunities can be a challenge, given the
EVALUATING PROFESSIONAL LEARNING - Institute of …
Mar 11, 2020 · 3 . communicated. Finally, in step five, evaluators make decisions about the program based on the information they collected. This model illustrates that evaluation is not a linear process; rather,
Why Professional Development Matters - Learning Forward
additional professional development and by assigning mentors. Do principals have separate professional development from teachers? Principals who are instructional leaders often choose to participate in professional development designed primarily for teachers so that they can support its outcomes. In addition, principals need professional ...
Teaching Profession Standards - Cloudinary
Teachers understand student learning and development and respect the diversity of the students they teach. • Teachers display knowledge of how students learn and of the developmental characteristics of age groups. • Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.
Achieving Excellence through Continuing Professional …
agreed that investing in their teachers’ professional development is a key strategy for retaining employees and improving the quality of their programmes for children. Besides required certification courses, ongoing ... for leaders as well as teachers planning for professional development, is to set real goals, design a realistic and ...
Presented to the Board of Education - stcharlessd.org
Professional Development for Teachers . The professional development program for teachers will: 1. Be sustained over time. 2. Focus on specific content areas or instructional practices. 3. Support the collective learning of teachers. 4. Align with district, school and teacher goals.
Standard for teachers’ professional development - GOV.UK
Effective professional development for teachers is a core part of securing effective teaching. It cannot exist in isolation, rather it requires a pervasive culture of scholarship ... achieve broader goals. 2. Translate ideas into relevant practice and knowledge for specific classes and pupils, making time for . ongoing practice. and review.
New York State Professional Development Standards
Professional development is most effective when there is collaborative leadership and shared responsibility for improving teaching and learning. Collaborative leadership for professional development recognizes that the pursuit of excellence is never-ending and embraces the individual and collective goals and talents of teachers,
The Professional Development of Mathematics Teachers
teachers’ professional competence Mathematics teachers’ knowledge 15.1 Introduction Professional development of teachers is currently seen as a central influential factor for the efficiency of school education, which has been shown by empirical results identifying relations between teachers’ professional knowledge and students’
PROFESSIONAL LEARNING GOALS - Liberty County School …
Professional Learning Goals A Guide for Teachers ... Professional Learning Goals Professional Learning Goals (PLGs) are based on student learning data, performance evaluation data, and school improvement goals. The purpose of PLGs is to …
Efective Teacher Professional Development
%PDF-1.7 %âãÏÓ 387 0 obj > endobj xref 387 32 0000000016 00000 n 0000003040 00000 n 0000003247 00000 n 0000003729 00000 n 0000004201 00000 n 0000004779 00000 n 0000005335 00000 n 0000005372 00000 n 0000005824 00000 n 0000005938 00000 n 0000006050 00000 n 0000006152 00000 n 0000006236 00000 n 0000006796 00000 n …
Individual Professional Development Plan (IPDP)
professional development goals and activities during the validity period of the license. If employed in a Maryland local education agency, approved nonpublic special education program, or state-operated school , the educator, in ... Teachers assigned to teach early childhood education, elementary education, special education, or English to ...
Integrated Professional Development for Mathematics …
Integrated Professional Development for Mathematics Teachers: A Systematic Review 227 Pegem Journal of Education and Instruction, ISSN 2146-0655 need effective professional development to equip themselves with the latest knowledge and skills in the curriculum, use of technology, and teaching practices. There have been many
Professional learning for all teachers of mathematics
In June 2016, the Department for Education’s Teachers’ Professional Development Standard was published, which provides a description of effective practice in professional development for teachers11. However, there is no national guidance on the elements of mathematics-specific knowledge to be developed throughout teachers’ careers.
Measurement instruments for assessing the performance …
the basis for planning, implementing, and evaluating teacher professional learning communities. Why this tool? For more than a decade education practitioners have promoted the professional learning community (PLC) as an effective way to provide professional development to teachers (Chappuis, Chappuis, & Stiggins, 2009; DuFour, Eaker, & DuFour ...
Five-Year Comprehensive Professional Development Plan
professional development to improve student performance The Work Group was further guided by national and international research that validated the following: • Quality of teaching is highly correlated to the academic success of students • Professional development is a key strategy available to schools and school systems for
THE UNITED REPUBLIC OF TANZANIA MINISTRY OF …
framework is consistent with Sustainable Development Goals (SDGs) which highlight commitment to strengthen teacher professionalism focusing on Basic Education. ... Teachers professional development is an opportunity offered to teachers and those concerned with the teaching and learning processes. The aim is to build their knowledge, skills,
Framework for Evaluation & Professional Growth - TN.gov
4. Provide professional development, consistent with the Board's Professional Development Policy and federal requirements, including introduction to new knowledge and skills, development of content area expertise, periodic follow-up to enhance understanding, feedback on performance, and strategies to further improve student learning. Target ...
Ohio Continuum of Teacher Development: A Resource Tool …
Teachers communicate clear learning goals and • Teachers apply knowledge of how students think and learn to instructional design and delivery. ... continuous, purposeful professional development. • Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement. Page ...
High-Quality Professional Development for All Teachers - ed
n.d.) showed that the number of opportunities for sustained professional development for teachers, as defined as that which lasted more than eight hours, decreased between 2004 and 2008 (Wei, Darling-Hammond, & Adamson, 2010). An earlier report found ... goals, and assessment, professional development providers must consider the needs of a ...
ProfessionalDevelopment: A 21st Century Skills …
Twenty-first century skills professional development supports teachers and administrators as they incorporate 21st century skills into their schools and classrooms.All professional development efforts should exist as part of an aligned system of teaching and learning that includes 21st century skills standards, curriculum, instruction and ...
Supporting the Professional Development of Infant and …
attributes) that are essential for infant/toddler teachers and caregivers may help improve hiring, professional development, and workforce support practices, all which promote high-quality care for children. • Online professional development systems may support competency development in infant/toddler teachers and caregivers. a The ...
Effective Teacher Professional Development (research brief)
teacher professional development initiatives appear ineffective in supporting changes in teacher practices and student learning. To identify the features of effective professional development, this paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices,
Evaluating Standards-Based Professional Development for …
Professional development benefits teachers, students, and in some cases the school more generally. But if the bottom line, ultimately, is the impact of a ... answers to these questions depend on the goals of the professional development program and the evaluation, as well as on constraints on the evaluation’s scope.
Teacher Assessment and Evaluation - ed
evaluating teachers. High quality professional development must be available to every teacher. Professional development programs should be based on state standards, district and school learning goals, and the identified needs of students and teachers. In addition, all new teachers should receive targeted support and participate in an
Definition of Professional Development and Standards for …
school, district, and state goals. (b) Professional development shall have as its primary focus the improvement of teachers’ and school leaders’ effectiveness in assisting all students to ... professional standards for teachers and School Leaders in N.J.A.C. 6A:9-3 and the standards
Professional Development Framework for Secondary …
(3) Fostering coherence: Professional development in mathematics education should be consistent with teachers’ goals of what they are expecting from the professional development, and should be in alignment with the standards and assessments …
Professional Dev Plan - Central Square School District
professional development teams are led by a principal and Professional Development Committee ... These goals remain constant; however, the measurable objectives to reach these goals ... conducted by a professional development team that included teachers, administrators and others identified in the plan.
Sample Individual Development Plan - WPMU DEV
An Individual Development Plan is a planning tool that can help you assess your current skills and strengths, identify your short-term and long-term goals as a scholar, teacher, and professional in your field, and create a plan for developing your skills and meeting your goals. Remember that goals should be Specific, Measurable,
Evidence-Based Professional Development - Arizona …
Aug 15, 2021 · Evidence-Based Professional Development The Move on When Reading schoolwide comprehensive literacy plan must include information about the evidence-based professional development in early literacy offered for all teachers of students in grades kindergarten through third. This professional development should be prioritized to support …
PROFESSIONAL DEVELOPMENT EFFECTS ON TEACHERS’ …
Running Head: Professional Development Effects on Teachers’ Self-Regulated Learning . v LIST OF TABLES Table 1: Aims and research questions guiding the study Table 2: Instructional Practice Survey (IPS) findings from general questions Table 3: Instructional Practice Survey (IPS) findings from Likert scales Table 4: School A Students in RtI Program (breakdown by …
Assessing Teachers Using Philippine Standards for Teachers
Feb 29, 2020 · Professional Standards for Teachers (PPST). The adoption and implementation of the new Philippine Professional Standards for Teachers recognize the importance of professional standards in the continuing professional development and advancement of teachers based on the principle of lifelong learning which refers to the systematic
Examples of Individual Development Plans (IDPs) - University …
Individual Development Plan for the Next Year . An Individual Development Plan is a professional tool which outlines objectives that you and your . mentor/supervisor have identified as important for your professional development. A comprehensive review of your career goals and objectives identified at the beginning of your appointment and during
