Throughout the period of mentorship mentors assume many or all of these roles to enhance a student’s learning. The importance and emphasis of each role varies and depends on the learning stage and level of personal and professionaldevelopment that the student has already achieved. The mentor therefore requires the skill of identifying which of these roles is to be used in which particular circumstances to optimise the student’s development.
School systems are trying a variety of methods to retain highly qualified teachers. The elements of time, school climate, communication, workload, student discipline and a variety of initiatives are being used to retain teachers (Inman, 2004; Osterholm, Horn & Johnson, 2006.) These factors all fit under the sometimes little understood term of administrator support (Bobek, 2002.) Billingsley (2004) notes the importance of clearly defining expectations. Further, Billingsley indicated when school districts support additional professionaldevelopment, the faculty members view this as an indication of administration’s belief in their worth and professionalism. This statement appears an obvious conclusion, but according to Billingsley, this is not obvious in all schools and districts across the country. Billingsley concurs that professionaldevelopment is an important part of teacher retention. She indicates that this especially true for faculty working with special needs children since this is her primary area of research (Billingsley, 2004.) Other school systems try to retain teachers through changes in salary (financial incentives), establishing support groups (learning communities), and through benefits and rewards such as recognition of the teacher’s contributions to the school and community (Davis, 2009.)
is still a valuable contribution to our professionaldevelopment. Many of look for literature when we wish to explore a topic in more detail either because we are looking for a solution to a problem or because we want to use a new approach. We will seek out peer review articles, anecdotal papers, blog posts and websites where we might be able to gather not only information on a topic but also other experiences. This helps us form a view about our next step and whether this approach will work in our context. Reading is of course undertaken in more formal approaches such as undertaking a professional or academic programme but this is often to achieve an assessment rather than explore an aspect of practice we might wish to change or develop. In the same way we may choose to undertake a small study around our practice which does again require reading but may also require some action such as a change in practice. This is not uncommon in teaching as new technologies appear we often want to try these in our classes to see if we can engage students more actively, enable them to collaborate or share information with our students in a different format. These studies are usually about our own practice and are small scale but are still valuable in terms of evidence-based practice.
‘reflective practitioner’ — someone who reflects on his or her practice and behaves rather like a researcher. This enquiry-oriented approach might also be applied to staff development. Yet such an approach is unusual; staff development more commonly involves transmitting information, skills and strategies, with opportunities for practice. There is one example within the Scottish system, however, of staff development through research. The ProfessionalDevelopment Initiative (PDI) for
this paper gives a brief outline of the development of the first Masters programme at the university of the highlands and islands, the Masters in Professionaldevelopment (MaPd) and the new addition to the portfolio, the Postgraduate certificate in teaching in higher education (Pgcert the). it briefly examines the evolution of the MaPd award since its inception in 1999 and the political backdrop that, to some degree, facilitated it and the ideology underpinning it. it then looks at the requirement of lecturers to engage in continued professionaldevelopment (cPd) and suggests conditions that may facilitate this.
Teachers responding to this question from secondary schools, however, gave significantly lower mean ratings for the extent of school support than those from primary schools. There were also differences between LEAs, with two, in particular, registering lower mean ratings. In one of these LEAs, the lower ratings might be related to a high concentration of teachers in large secondary schools – already identified as presenting potential challenges for schools in supporting their teachers’ involvement in professionaldevelopment activities. In the other of these LEAs, EPD incorporated a substantial centralised component convened by the LEA for participating teachers. Section 4.4 will relay that the EPD scheme, at its most successful, achieved appropriate levels of involvement from the teacher, the school and the LEA. Where one aspect was out of alignment, e.g. insufficient teacher autonomy, results were still positive though not quite as strong. The experience of this LEA may underline the importance of maintaining sufficient input from each party. Here, the centralised component of EPD might be overtaking school support, at least in teachers’ perceptions, thus disturbing the balance and affecting teachers’ responses. That said, there was evidence (in the case-study data) that a centralised LEA component to EPD could be beneficial in circumventing local contextual issues that might affect the amount of support that a school could provide (e.g. schools in special measures), such that high outcomes from EPD were assured.
Since the initiation of a series of educational reforms known as ‘Education for a New Era’ in 2004, the Qatari educational system has been in a period of more or less constant change. The 2004 reforms were originally intended to promote school-level autonomy, accountability mechanisms including standards-based assessments, a variety of type of schools, and school choice for parents (Zellman, Ryan., Karam, Constant, Salem, Gonzalez, Al-Obaidli, 2009, p. 5). As part of the reform, a new type of school modeled after U.S. charter schools and known locally as ‘independent schools’ was introduced. From 2004 when 12 independent schools were opened until fall 2010 when all existing schools were converted to the new model, the Ministry of Education (MOE) was responsible for schools following the pre-2004 model, while a second agency, the Supreme Education Council (SEC), assumed responsibility for the new schools. The two agencies were individually responsible for curriculum, assessment, and teacher professionaldevelopment in their respective schools. There were major differences between the two systems, however. The Ministry- overseen schools continued to base their curricula on prescribed textbooks, and taught math and science in Arabic. The new ‘independent schools’ followed separate, newly developed curriculum standards and taught math and science in English.
“In furthering their professionaldevelopment, Members shall avail of opportunities for: attendance at postgraduate education programmes, reading of technical literature, attendance at professional meetings and seminars and involvement in Engineers Ireland’s Boards, Committees and other groups. They should seek also to contribute to seminars and lectures and should encourage Members for whom they have responsibility to do the same.” However, if your development action plan is well-considered and appropriate, then quality CPD will result, so don’t be afraid to think laterally and to try CPD activities which best match your plan, your personality and your unique personal situation and style.
Development program’s goal is to improve student learning through quality professionaldevelopment. We want to see the bar raised for professionaldevelopment and are working hard to achieve that goal by teaming up with districts, educational organizations, and above all else, Idaho’s teachers.
Teachers in the sessions which participants wished to record were informed of the purpose of the Expert Episodes programme and of the research study. Signed consent forms (Appendix N) were collected before recording began, and if teachers did not give consent, the participant did not record the session. It was hoped that teachers would see the benefits of participation, leading to a greater appreciation of their CPD and of their professionaldevelopment leader. However, they may have felt threatened by being recorded, leading to a negative impact on their CPD. To minimise this threat, the letter of consent aimed to make it clear that videos would be uploaded to a secure environment, only watched by participants in the programme, and that the focus of the recording was the professionaldevelopment leader and not the teachers’ experiences or opinions, except as they related to the CPD session.
Goal Setting: Determining the targets that will meet the needs of the teacher who enters the process of obtaining professionaldevelopment may increase the likelihood of reaching success because attempts to acquire professionaldevelopment whose objectives are not clearly defined may not be efficient. Teachers who feel the need for professionaldevelopment may need to identify this need and write target sentences to address it. It is essential for the teachers to make a clear definition of the situations in which they want to improve themselves. Individual behavior of teachers in determining the target may not be sufficient in the completion of an effective professionaldevelopment process. For this reason, student, parent, colleagues' and managers opinions in the organization can be taken into consideration before the definitions are made. The teacher can make a self-evaluation by expressing the need for professionaldevelopment. Writing target sentences about the need through the definitions set forth undoubtedly may contribute to the success of professionaldevelopment. The goal set for the need will guide the planning which is the next phase.
INTRODUCTION: Professionaldevelopment is learning to earn or maintain profession- al credentials such as academic degrees to formal coursework, conferences and learning op- portunities situated in practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage. There are a variety of approaches to professional develop- ment, including consultation, coaching, communities of practice, lesson study, mentoring, reflective supervision and technical assistance. Professional preparation and professional de- velopment of teachers is a continuous process. It begins with the selection of an aspirant teacher and includes his initial preparation induction into the profession and his continuous development throughout his teaching carrier. The formulation of policy and design of teacher preparation and continuing professionaldevelopment should optimally take into account the whole spectrum of teacher learning.
He initiated and self-funded several professionaldevelopment activities, such as: computer courses, an alternative therapy event and a well-being program. Jack was not only extremely enthusiastic when commenting on his vocation, but also extremely animated when describing various professionaldevelopment activities, whether they were enjoyed or not. It was obvious that regular contact with his industry formed a vital part of the professionaldevelopment of himself in which the students also benefited saying, “I believe it’s very important to keep in touch with everything that is happening in the industry”, adding with great feeling, “I believe it’s really important to research everything that is happening and put it into practice”. He explained, “I go to many seminars in relation to (trade) because I think I need to be up with what is happening. I need to be there with the latest things”. Jack clearly perceived industry as the leader. He has continued to maintain a close relationship with his trade industry and clearly valued the benefits to be gained from this association.
Continuing professionaldevelopment will help you develop and build on personal, professional and work based expertise throughout your working life. It is important to realise that development does not only result from attending a training course - it can also be gained through taking part in a wide range of processes and learning activities such as:
When asked about their strategies for pursuing professionaldevelopment, about half of the librarians interviewed indicated that they develop goals periodically. Several of these said that they establish annual goals, a few said that their primary goals relate to their research, and others stated that they often work with a specific goal in mind. The other half said that they do not typically develop goals for themselves, and among those, three professed that they used to set goals earlier in their careers, but have now stopped. The key strategy for most, including those who do set goals, is to take advantage of useful opportunities when they arise and to do things according to need. For instance, many emphasized that their activities tend to be very practical and are based on either an existing need in their library or a personal information need that is related to their work.
1. Retention: Teachers have high turnover rates, often leaving the profession within the first five years. Offering professionaldevelopment programs for new teachers that focus on strategies and best practices in areas like classroom management will help teachers feel move supported and valued. Get them off to the right start and they are much more likely to stay.
Knowledge is exploding and new technology is emerging so fast putting challenges before the teachers and learners. As India strives to achieve universal primary enrolment (MDG2) and implements the Right to Free and Compulsory Education Act (2009), well-qualified and effective teachers remain at the heart of school reform. The need for adequate preparation and professionaldevelopment of teachers has been recognized the world over with the realization that the teacher’ conceptions and attitudes play an important role in the teaching learning process. Professional institutions are struggling to find ways of evaluating professionaldevelopment. This article has two principal objectives. The first is to highlight the skills required for successful, lifelong professionaldevelopment. The second objective is to suggest strategies and methodologies that can assist in the acquisition of professionaldevelopment skills. Here, professionaldevelopment is considered not a product or an outcome - it is a process.
One of the key elements in most of reforms is the professionaldevelopment of teachers; societies are finally acknowledging that teachers are not only one of the ‘variables’ that need to be change in order to improve their education system ,but they are also the most significant change agents in these reforms. This double role of teachers in educational reforms –being both subjects and objects of change-makes the field of teacher professionaldevelopment a growing and challenging area. When teachers are given the opportunity, via high-quality professionaldevelopment, to learn new strategies for teaching to rigorous standards, they report changing their teaching in the classroom This paper provides new insights and methods needed for creating rich and innovative bases for professionaldevelopment of teachers to meet the future needs.
JAN-FEB, 2017, VOL-II, ISSUE- XI www.srjis.com Page 798 Numerous studies point to limitations of professionaldevelopment progress offered to practicing teachers Hiederhavser (2001), Rwsel and Bradley (1997), William( 1998). Various alternative modes are beginning to be proposed and tried but Lurdin (2002) point out, despite years of concerted effort, it is unlikely that more than 50% of teacher have a basic standard of computer skills.