Professional Development Benchmark
The presentation on Professional Development went well. I was able to convey the message, important points, and relevant information that was implemented into some of the teachers plans and strategies for their students. My colleagues were interested in what I offered and engaged in making a learning objective with the SMART GOALS platform, using pre- post assessments, analyzing, and tiering students for their individual needs and support within a reasonable time frame that shows student progress. The feedback was great. The teachers thought the PD was useful information but think the next PD should focus on phonological and phonemic awareness because there are students who lack these skills.
School-based data...
The school base data that we are using are the quarterly benchmarks, formative/ summative, progress monitoring, and student work samples. After reviewing and analysis of the information from our benchmarks, we decided that the best format to use is the SMART GOALS format. It gives us a plan that aligns with our data analysis with our principal: what are the strengths and weaknesses based off the assessment? How can I help students understand and show growth? Thus, the SMART GOALs format used specific learning objectives, measured progress, reachable goals, purpose for the learning objectives, and reasonable timeline. (Kelleher, 2003).
PD Increases Capacity
The professional development helped to increase teacher’s goal settings and strategies for student because it gives them specific learning targets and objectives for each student. It also gives teachers a focused point and directive of making the goals become a reality. These individual learning plans are part of our mission and vision of helping students become critical thinkers, life- long learners. Through pre- post assessments teachers can identify needed areas and use differentiated instructions to help students succeed.
Technology
Technology is used throughout the learning process for students because it assesses students pre/ post testing, collects data, re- enforces skills, and engages students in activities. Technology helps teachers collaborate, plan goals and objectives, gives resources, strategies, and differentiated instructions tools to support student’s growth. For teachers and students’ technology gives real- time feedback and that supports learning and growth for students.
Next Steps Embedded PD
The steps to take to ensure the objectives in the PD are embedded will be to have data chats with teachers and students. This solidifies that all participants are on the same page, teaching students and progress monitoring for mastery in skills. Also, to ensure the PD is effective I will have observations and feedback with teachers to clarify misunderstandings and if needed plan with teachers to set goals for themselves to implement the PD session. What I want to be able to accomplish is for teachers to be comfortable with me and the PD expectations. Thus, helping them is my strategy.
Emerging Trends
I plan on using and adapting to emerging trends by staying up to date on the new developments. One way is to read scholarly journals. This will help me stay current with technology concepts, assessment tools, and be able to make needed changes that will benefit the school and student learning.
Another way is to rely on my staff to help them and I stay informed and learn how to navigate through the technological world. Most young teachers today are learning the necessary tools in technology to teach from and incorporate with for the best results in student learning, goal setting and assessing. Thus, using my available resources, new teachers, and staff, will help stay informed and up to date.
Since students are well informed on the latest technology trends, I will have them teach me their world from games to social networking. This will allow me to connect with them while teaching about the positives and negatives of technology. Thus, I will use an assortment of people to stay informed and up to date on the emerging trends.
Preparing for Presentation
My preparation for the presentation needs to improve. I feel that I stumbled over words and had no confidence in what I was stating, it was not as smooth as I would have liked it to be. Also, I need to practice speaking out loud. I felt I was speaking too fast and repeating myself. Therefore, one of my objectives is to start taking on leadership roles that require me to speak to a group of people, and peers. I think that if I initiate speaking opportunities then I will do great, but when I am put on the spot it becomes difficult and I get nervous. So, I need to not put pressure on myself and lead. My other objective would be to look at the notes and stick to them. I tend to go off script when presenting, but for these professional settings I need not waste time on concepts that are not relevant and stick to the topic. Again, practicing will be beneficial. I feel that given opportunities and being knowledgeable of the topics I will be more adopted and ready to present without beginner jitters.
Next Steps and Emerging Trends
My next steps are to collaborate with my mentor in either making and or presenting professional development sessions. I think working closely with her will help me understand the topics and I can slowly start taking on the leadership role. I will also become confident and learn how to handle situations that arise. Furthermore, taking notes on ideas and valuable strategies that benefit me on communications skills with staff, parents, stakeholders, and other officials.
The other aspect is to collaborate with the stakeholders, community, parents, students, and staff. This will ensure that all involved are working together for the common goal and re-enforce the culture of students learning from the data collected (Bower, & Griffin, 2011). This is important because without the support of the community and stakeholders it makes my job harder to establish the setting of the missions and vision of the school. Also, when students and parents understand that we are working for their success then they will be inclined to help and re-enforce what is established at school in their home. For teachers this will establish a shared responsibility, partners to the school mission and overall plan for classroom instructional practices and student success (Hord, 1997).
Finally, incorporating technology and the latest trends into the PD and classrooms will benefit all participants and students. I plan on using both concepts because they involve collaborating and networking with others, reflection, discussion, and feedback from peers, and specific goals and assessments for student achievements (Trust, (2012).
References
Bower, H. A., & Griffin, D. (2011). Can the Epstein Model of Parental Involvement Work in a High-
Minority, High-Poverty Elementary School? A Case Study. Professional School
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Burns, M. K., Naughton, M. R., Preast, J. L., Wang, Z., Gordon, R. L., Robb, V., & Smith, M. L. (2018).
Factors of professional learning community implementation and effect on student
achievement. Journal of Educational and Psychological Consultation, 28(4), 394-412.
Educational Leadership Submission Manager. 2023. https://elmagazine.submittable.com/submit
Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and
improvement.
Kelleher, J. (2003). A model for assessment-driven professional development. Phi delta
kappan, 84(10), 751-756.
Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning
in Teacher Education, 28(4), 133-138.ulletin, 83(3), 28.