Online College Courses for Credit

Professional Development and Site-based Initiatives

Professional Development and Site-based Initiatives

Author: Joshua Arbogast
See More
Fast, Free College Credit

Developing Effective Teams

Let's Ride
*No strings attached. This college course is 100% free and is worth 1 semester credit.

37 Sophia partners guarantee credit transfer.

299 Institutions have accepted or given pre-approval for credit transfer.

* The American Council on Education's College Credit Recommendation Service (ACE Credit®) has evaluated and recommended college credit for 32 of Sophia’s online courses. Many different colleges and universities consider ACE CREDIT recommendations in determining the applicability to their course and degree programs.


Professional Development Activity Instructions

Hello Teachers! Welcome to our professional development tutorial on implementing Inquiry-based learning at CHS. You are encouraged to move at your own pace through the course material, but you may not find it helpful unless you are progressing along with your PLC.

  1. You will begin by reading through a few adult learning theories found in, step 1, that offer a rationale behind the course material.
  2. In step 2, please review the site-based initiative plan. This has already been presented to the staff, but you will be working toward the goals presented there.
  3. Step 3 is where you watch a video focusing on inquiry-based learning. Please respond to the focus question and return to your PLC with your response.
  4. Review the material in step four to start planning out learning outcomes focused around inquiry.
  5. Step 5 is where you will find the Plan-Do-Study-Act (PDSA) cycle of improvement you will use to complete each competency in this course.

Step 1: Professional Development Theories

Theory Description Application
Andragogy Helping adults learn Used in professional developments to increase effectiveness of learning.
Self-directed Learning The learner is involved in all steps of the learning process Offer teachers choice when teachers must complete PD.
Transformational Learning Teachers critically reflect on learning experiences Teachers can learning from professional develop, then have meaningful, deep discourse about its application to the classroom.
Networked Learning Connecting with people through relationships and communication PD can be accessed throughout the U.S. and world where teachers can reach out to teachers who may have a variety of experiences.
Social Learning Learning through observation, imitation, and modeling  Peer coaches/mentors/observers can be most useful with this theory to have teachers observe how other teachers implement a strategy.

Step 3: Watch the video below for an overview of Inquiry-based Learning

Reflection Question: How do teachers from the video implement inquiry-based learning within their own classrooms?

Step 2: Site-based Initiative Plan Target (SBIPT)


  • Our professional development target is to support teachers in using questioning and discussion techniques to support classroom discourse.

Outcomes and Objectives:

  • Teachers will use engaging questioning techniques.
  • Teachers will use questioning techniques that reflect a high level of thinking in a culturally and developmentally appropriate environment.
  • Teachers will engage students in deep meaningful conversations using academic language.

Delivery model:

  • Professional development introductory content will be available on the Sophia tutorial.
  • Teachers will be responsible for learning content and returning to their PLCs to debrief.
  • PLCs will review material and monitor progress on the outcomes/objectives.

Who will deliver the PD?: 

  • Sophia tutorial
  • PLCs

SMART goals:

  • By May 1, 2018, teachers will use engaging questioning techniques with students at least three times per week during the course of a lesson.
  • By May 1, teachers will use questioning techniques that reflect a high level of thinking in a culturally and developmentally appropriate environment at least two times per week during the course of a lesson.
  • By May 1, 2018, teachers will engage students in deep meaningful conversations using academic language at least one time per month during the course of a lesson.

CB rubric:

  • See rubric in the section below.


  • Danielson Framework for Teaching

NMTEACH Danielson Framework - Domain 3b Rubric

Step 4: Instructional Materials - Inquiry-based Learning


Step 5: Professional Development Activity - Inquiry-based Learning

In order to complete the competencies for this course you will finish by working within your content area PLC. You will complete the following steps until you have completed all three competencies, demonstrating your ability to implement inquiry-based learning in the classroom.

Plan - Identify the competency you are working on and plan two lessons using inquiry-based learning at the level of the competency you are working on.

Do - Implement the lesson and have your peer observe you watch the lesson and document the contents.

Study - Review the documentation from your peer observer, agree on whether you have met the requirements according to the NMTEACH rubric.

Act - Modify your plan

  • Did not meet criteria - If you did not meet the requirements for the competency, repeat the process modifying your lessons.
  • Met criteria - If you met the requirements for the competency, move on to the next competency, starting the cycle over again.

PLCs will meet once per week to debrief on their progress, share out successes or opportunities, and update a visual progress board for each member and their competency.