Getting The Most Out Of Professional Development

Getting The Most Out Of Professional Development

Schooling is in constant flux. Gone are the days when a teacher learnt all that's needed to know at lecturers' college. Lecturers must be constantly upgrading their qualifications or enhancing their teaching skills by attending regular professional development. This was made plain to me after I turned a Head of Mathematics. Certainly one of my most vital duties was the professional development of my staff. Nevertheless, that also meant that I had to embark on constant professional development before I might fulfill my responsibility to develop my staff.

Usually, the professional development I attended was mandated by the educational authority and I had to pass it down the line. I had to develop a strategy to get essentially the most out of those opportunities so that I might give good feedback to my staff.

Right here is how I went about it. Clearly, I would wish to take notes within the workshop but they needed to be focused on how I wanted to pass the data on. Therefore, I'd divide my note pad down the middle. The left side was headed "New Info" and the proper side "What Action Shall I Take". On the left hand side, I might note the new concept/instruction in blue. On the best hand side, I'd write in red what motion I wanted to take. The next day I'd develop an motion plan. That would include what I wanted to do to get the ideas throughout to my staff. One essential part of this action plan was to write a report that went to all. Usually, it led to my giving the staff a brief workshop.

This eventually led me to current professional development workshops to teachers from different schools. In those workshops, I challenged my audience to go away the workshop with an action plan. In actual fact, within the workshop booklet, I included a mannequin action plan Proforma as an example of how I went about making the most, personally, out of professional development.

One thing I always did was to resolve on an concept that I would implement in my classes the subsequent day. I knew that I wanted to 'strike while the iron is scorching' or the professional development would just turn into a 'good' day away from my classes.

Under is an instance of the motion plan I put in my workshop booklets. The action plan was in the form of a series of questions lecturers would ask themselves.

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