Professional Development Design

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ProfessionalDevelopment Design

ProfessionalDevelopment Deign

Facultydevelopment has been defined as a planned program that is aimed atpreparing an institution’s department members for various academicroles as well as improving individual knowledge and skills in areassuch as research, administration, and teaching. The staff developmentactivities are usually designed with the aim of improving theeffectiveness of teachers at every level of the educational field.This kind of development helps to sustain the vitality of the staffnot only for the present time but also for the future that lies aheadof the institution.[ CITATION Yvo08 l 1033 ]

TheArea of Focus

Theprofessional development design I have chosen focuses on In-servicetraining as well as Action Research, which are aimed at facilitatingteachers and administrators and ensuring that the learning needs ofall students are met. In-service training has proved to be anefficient strategy used in faculty development at educationalinstitutions for its continuous improvement of the professional staffin the school system by availing the support needed by the teachers,especially to those who are new to this field of work and thereforethey are well vast with handling the responsibilities assigned tothem.

Actionresearch is a system for professional development that activelyengages the faculty staff in a collaborative stud of learning becauseit takes place on a daily basis in the context of the faculty’s ownpractices. This method of small-scale practical research, the facultymembers can investigate on questions that relate to the studentlearning, which directly affects their practices.[ CITATION Val12 l 1033 ]

JustificationData

Comparison Group

Number

Mean

S.D

T

Teachers with in-service training

150

12.2

1.67

6.89

Teachers without in-service training

100

10.4

1.755

Significance value at 0.05=1.96

Table1. Comparison of teachers with in-service training and withoutin-service training of understanding how student learn[ CITATION Sha13 l 1033 ].

Thetable shows that there was a significant difference between teacherswith in-service training as compared to those without it inunderstanding the learning patterns of the students in a scienceclass. Therefore, the science teachers with in-service trainingunderstood better the learning patterns of the students’ in aparticular class[ CITATION Sha13 l 1033 ].Effective inclusion of the in-service training system in the facultywould greatly boost their professional development among the teachersand the administrators. Most importantly, as seen in the table above,the benefit is felt by the students as teachers are now able toevaluate and design mechanisms that ensure the students canunderstand what is being taught and, therefore, improve theirindividual grades.

Furthermore,the table expounds on the effect of the action research, which putsemphasis on the involvement of teachers in their classrooms

asopposed to a situation where there is the only acquisition of generalknowledge in the education field[ CITATION Fer00 l 1033 ].

TheGoals of the In-Service Training and Action Research

Evidently,both the in-service training and action research have been, for manyyears, one of the most important driving forces in the area ofteaching and learning. As realized in any other professions, it isvital that teachers and administrators keep themselves up to datewith the current concepts, researches, and developments in theirfield.

Thesemethods stress the importance of building a collaborative culturewithin the schools, especially among the members of staff, where theteachers constantly and consistently learn from each other givingthem a sense of being valued. This ensures that risk-taking amongstthe teachers is promoted, as they are encouraged to express theirvalues and beliefs. The result of this is that the faculty develops ashared vision of the institution’s future.

Inan expression of the values and beliefs by the faculty staff, theinstitution’s leadership is also developed where by the teacherscultivate an urge of taking the other staff through a recentlydiscovered concept and its use in ensuring that student achievementis maximized.

TheAction Research also ensures that the teachers and principals becomemore effective as they are encouraged to analyze and examine theirresponsibilities towards the school and the students, therefore,making considerations on possible ways of working differently in theactualization of the shared vision of the institution’s future.This is an important aspect of enhancing teaching by the staff andlearning by the students.[ CITATION Fer13 l 1033 ]

ThePlan

Theteacher training in educational institutions can be approached usingthe small step strategy, which is aimed at achieving gradual changewith the view that the realization of the goals can be achieved bymaking little steps towards the right direction. This is supported bythe prioritization characteristic of planning where the training ofteachers is done through clearly defined mechanisms.

Thefirst step, for example, may be to build a collaborative culturewithin the school and improve individual teacher’s leadershipskills after the achievement of the first goal. This ensures thatthere is an already set time line regarding the achievability of thesteps agreed upon in implementing the specific steps outlined in thein-service structure.

Theconcepts of the in-service training are normally based on anassumption that peer-to-peer learning and sharing of networks withother schools’ facilitates is the most effective method. Itguarantees the student achievements regarding better grades. Thetraining focuses on the student`s achievements[ CITATION Knu15 l 1033 ].Thein-service training works on an already set timeline to monitor andevaluate the implantation and reviews the collected data. It includesthe examining of reports presented after the expiry of the setdeadlines. The procedures do not only include data results from ananalysis of the students but also for the teachers and the facultystaff as a whole[ CITATION Knu15 l 1033 ].

TheUtilization of the Professional Learning Communities

In-servicetraining is evaluated based on the effective use of the professionallearning communities. These communities are based on two mainassumptions, which include a notion that bot learning and knowledgeare entrenched and promoted in the social context throughinteraction, and that participation in these communities by theteachers enhances learning. [ CITATION Knu15 l 1033 ].

Severalresearch studies indicate that the use of in-service training andAction Research improves the teaching culture and continuous learningby the teachers. It focuses on the student learning[ CITATION Eur13 l 1033 ]

Theuse of the professional learning communities is as a result of theneed to work together in achieving a common and collective learningpurpose for everyone. However, it is important to note that even withthe self-revealing advantage that the use of such forum reflects, itis quite often that individuals work in isolation, thus effecting theoverall goal for the faculty and the institution as a whole[ CITATION Duf04 l 1033 ].

Evaluationof the Effectiveness of the In-Service Training

Theevaluation of the effectiveness of In-service training and the use ofprofessional learning communities is done through the assessment ofthe collected data about the realization of the particular goals setby different faculties. Also, the evaluation is based on theactualization of the plan set to improve faculty development[ CITATION Ahm13 l 1033 ].An example would be a comparison of the in-service training programwith a specific goal such as improvement of teacher’s skills inlesson preparation. It is often found that there is no relationshipbetween the in-service training and the teacher skills in thepreparation of a lesson. Therefore, the evaluation helps a faculty toaddress the issues that are relevant to the development of theinstitution, rather than waste time and resources on goals thatcannot be achieved when using the in-service method[ CITATION Ahm13 l 1033 ].

Regardingthe achievement of a collaborative structure or the effect on anindividual teacher’s leadership skills, the evaluation of theeffectiveness of the in-service training would be based on theresults of the data that is availed to the administrators andfaculty. After analyzing the effectiveness of the method, theoutcomes are measured depending on the desired standards that hadbeen envisioned during the implementation process [ CITATION Ahm13 l 1033 ].

Conclusion

Theincorporation of in-service training programs as a method ofenhancing the professional development works to improve the overallperformance of learning institutions. The benefit is shared amongstthe faculty staff and the students, who sharpen their skillsaccordingly. With the use of the professional learning communities,the development can focus on the best practices and facilitates theteachers’ leadership skills by facilitating professionalcollaboration amongst them. Of importance is the enhanced achievementof the students in their school work occasioned by skillful staffingas well as a conducive learning environment.

References

Ahmadi, S. (2013). Social and behavioral sciences. A survey of in-service training programs effectiveness in teaching skills development, 50-62.

Dufour, R. (2004, may 24). ASCD. Retrieved from educational leadership: http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx

European Commission. (2013). Professional development of teachers. Quality in teachers continuing professional development., 22-55.

Ferguson, B. D. (2013). Action Research for Professional Development. Concise advice for new action researchers, 22-34.

Ferrance, E. (2000). Action Research. Providence: Brown University.

Knudsen, H. (2015). A hand book for policy makers and practitioners. School based in-service teacher training in Montenegro, 32-53.

Shakoor, A. (2013). Effect of in-service training on the working capacity and performance of science teachers at secondary level. Journaal off educational and social research, 12-15.

Valencia College. (2012). Faculty Development. A comprehensive program for valencia`s learning leaders, 12-16.

Yvonne Steinert, P. (2008). Faculty Development- A brief introduction. 2-11.

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