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Summary of “Analyze the role of professional development in site-based initiatives”

Summary of “Analyze the role of professional development in site-based initiatives”

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Source: Globe, Clker, http://bit.ly/1CVSonk; Stick Figure, Clker, http://bit.ly/1JoIB83; Easel, Pixabay, http://bit.ly/1GaTNT2; Door, Pixabay, http://bit.ly/1M8UO6K; eLearning, Pixabay, http://bit.ly/1TgEvE3; ISTE, http://bit.ly/1O6Q4uQ; Youtube, http://bit.ly/1bdCiX8

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We have arrived at the end, congratulations. Hello there, and welcome to this brief summary of analyzing the role of professional development in site-based initiatives. We've covered all things professional development in these lessons and sprinkled in some theories, standards, data, and reflection. As an educator, it has been nice to spend this time focusing on us, the adult learner. So let's take a quick look back at some of the key concepts that were covered.

In this unit, we focused on the following learning objectives. We analyzed the various theories that are applicable to professional development initiatives. We learned how to create a professional development training, based on a school or site-based initiative that includes applicable theories, best practices, and standards. We also looked at how to design a professional development activity that uses a competency based approach and a flipped delivery model. And finally, the important role that reflection plays in the entire process.

We introduced many learning theories that can have a great deal of impact in designing and implementing professional development activities. It's important to know these, because they speak to us, as adult learners. For example, when we examined Malcolm Knowles six assumptions, we saw how important tapping into the learner's previous experience can be. Many times we are able to transfer the skills and knowledge from one domain to another. And a quality PD allows us to do that.

Another theory we considered was transformational learning. Think about it. The foundation of this theory is basically that learners make new meaning of their experiences. As educators, we are putting to practice what we learn every day. And the experience, in and of itself, helps us to grow professionally.

This unit also exposed you to the world of e-learning in flipped classrooms and the endless reservoir of digital tools that can help you to create and receive learning experiences. This movement has had a profound impact on us as self-directed learners. We can now choose the areas in which to pursue further development on our own terms. I hope this unit has inspired you to continue to raise the professional bar for yourself, through these methods.

Another objective that we covered was creating a professional development training, and what it takes to get us to that step. And evaluation models are one way to do that. You heard a great deal about the Danielson Framework and the work of Robert Marzano in this field. You now know that these evaluation models are meant to improve what we do and often lead to the development of professional development opportunities.

Another objective we covered was how to create a professional development training and the steps it takes to get us there. And we found that evaluation models are one way to do that. You heard a great deal about the Danielson Framework and the work of Robert Marzano in this field. You now know that these evaluations are a means to improving what we do and often lead to the development of professional development.

Also, we looked at student achievement data, through the lens of professional development. It's not necessarily about what the students can and cannot do. It's about what we can do to support their learning. Oftentimes, that step requires professional development. Some of the best learning experiences I have had were born this way.

There are also professional standards galore that can help provide a spark for our professional growth. It was the ISTE standards that actually helped me do what I'm doing right now, teaching this lesson.

This unit shed light on what today's PD might look like. And it's radically different than that of a generation ago. Not only are you able to participate in this lesson using Sophia.org. In this unit, you learned how to create one just like it.

As teachers, we have never been more empowered to learn. The Teaching Channel, YouTube, and other sites like them have not replaced demonstrations or peer observations. They have simply made it possible to step inside a classroom any time and from any place. Learning is now as transparent as ever, so keep those doors open.

And we learned the important role that reflection plays in this entire process. We can't get better at what we do unless we reflect on our past practices. The evaluation models mentioned earlier can help us do that, as do standards such as InTASC, ISTE, and the National Board.

These tools give us the structure and the language to assess our work. We also need to rely on the feedback we receive from our colleagues, evaluators, students, and other stakeholders. And finally, the student achievement data needs to guide every instructional decision that we make.

So once again, here are the key learning objectives that were covered in this unit. Theories applicable to professional development, creating a professional development training, designing a professional development activity, and reflecting on professional development.

You are all done, almost. Your final food for thought is, of course, going to be based on reflection. Takes some time to synthesize what you have learned in this unit. You may even want to sort it out in columns like this-- what I knew, what I learned, what I want to know more about.

So once again, thanks for joining me. Congratulations, and good luck.

Notes on Summary of “Analyze the role of professional development in site-based initiatives”

(00:00-00:25) Intro

(00:26-00:57) Learning Objectives

(00:58-02:08) Theories

(02:09-03:25) Creating PD

(03:26-03:59) Designing PD Activities

(04:00-04:32) Reflection

(04:33-05:15) Summary/Food For Thought