scholarly journals A Survey of the Professional Development Needs and Interests of CAUCE Members

2013 ◽  
Vol 29 (2) ◽  
Author(s):  
Gordon Thompson ◽  
Walter Archer
Keyword(s):  
Professional Development ◽  
Professional Competencies ◽  
Interesting Aspect ◽  
Self Assessment ◽  
Present Survey ◽  
Professional Development Needs ◽  
Development Committee

In 2002, the CAUCE Professional Development Committee sponsored a survey of CAUCE members to gather information on their professional development needs and interests. This paper presents the results of this survey and compares it with the results of previous surveys. A particularly interesting aspect of the 2002 survey was the results of a self-assessment by CAUCE members on a series of specific professional competencies. In addition, the results of the present survey were discussed at a meeting of CAUCE deans and directors in February 2003 and a summary of that discussion is provided. The paper concludes with some questions and suggestions relating to future surveys.

Supervision: Self-Assessment in Supervision: The Use of the Rubric as a Means of Self-Assessment

2011 ◽  
Vol 21 (2) ◽  
pp. 68-75 ◽  
Author(s):  
Janice Wright
Keyword(s):  
Professional Development ◽  
Clinical Supervision ◽  
Complex Task ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Self Assessment ◽  
Clinical Supervisors ◽  
Knowledge And Skills ◽  
Language Pathology ◽  
Professional Development Needs

Self-assessment in supervision is a complex task; therefore, using a rubric as a means of self-assessment may be a valuable tool. This article will discuss the development of a rubric using the Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision (American Speech-Language-Hearing Association [ASHA], 2008a) as the foundation of the tool. The proposed rubric can serve as a tool to self-assess skills and professional development needs in the area of clinical supervision. ASHA has outlined 11 competencies required by supervisors of students and Clinical Fellows (CFs) in the field of speech-language pathology (2008a). Using these competencies paired with a rubric model proposed by Arrasmith and Galion (2001), this article will provide a means by which clinical supervisors can guide their professional development in supervision.

ISET Expert Panel Discussion Series 2020–2021

2021 ◽  
pp. 016264342110335
Author(s):  
Emily Hoeh ◽  
Tara L. Kaczorowski
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Information Sharing ◽  
Expert Panel ◽  
Panel Discussion ◽  
Education Technology ◽  
Technology Professional Development ◽  
Individuals With Disabilities ◽  
Technology Professional ◽  
Development Committee

The Innovations and Special Education Technology Professional Development Committee would like to extend its appreciation to the following leaders in the field of Special Education. Each of the following individuals volunteered to speak during the 2020–2021 ISET Expert Panel Discussion series and shared expertise on a variety of pressing topics during remote instruction due to the COVID pandemic. The information sharing is a testament to their unwavering support for the members of ISET and all of the stakeholders involved in supporting individuals with disabilities.

scholarly journals Strategies to facilitate professional development of the occupational health nurse in the occupational health setting

2016 ◽  
Vol 21 ◽  
pp. 261-270 ◽  
Author(s):  
Nicolene De Jager ◽  
Anna G.W. Nolte ◽  
Annie Temane
Keyword(s):  
Professional Development ◽  
Occupational Health ◽  
Quality Care ◽  
Doctoral Degree ◽  
Individual Interviews ◽  
Professional Development Needs ◽  
Health Nursing ◽  
And Function ◽  
Occupational Healthcare ◽  
Occupational Health Setting

Background: Education and experience are important components in the ability of occupational health nurses (OHNs) to promote high-quality care and competence. OHNs will increasingly require the skills and knowledge to base care on best evidence, to use critical thinking and demonstrate advanced leadership and decision-making skills to develop and enhance services in a more complex and diverse occupational healthcare environment.Objective: The purpose of this study was to identify the needs for professional development of the OHN in the occupational health setting.Method: An explorative, descriptive, contextual generic and qualitative research method was used in this study. The purposive sampling method was used as the OHNs surveyed described their personal need for professional development in the occupational health setting. Data was collected by means of semi-structured individual interviews. Eight interviews were done by an interviewer who held a doctoral degree in community health nursing and a qualification in occupational health and was affiliated with a private occupational health institution at the time of the study. The interviews were conducted during August 2012.Results: The OHNs reported that professional development needs have to be identified by the OHNs. Short courses need to be designed by training institutions and should be attended by the OHNs to improve their operational functioning on a day-to-day basis in the occupational health setting. The OHNs experienced that their role and function in the workplace were not valued by their managers. The results of this study revealed four major themes, namely constraints hindering the OHN in developing professionally, positive aspects identified by the OHNs regarding the need for professional development, professional development needs of the OHN and suggestions of how to meet the OHNs' professional development needs.Conclusion: There is a need for OHNs to identify their professional development needs and recommendations were made to meet these needs.

scholarly journals Teachers’ views on and preferences for meeting their professional development needs in STEM

2018 ◽  
Vol 118 (8) ◽  
pp. 370-384 ◽  
Author(s):  
David C. Owens ◽  
Troy D. Sadler ◽  
Christopher D. Murakami ◽  
Chia-Lin Tsai
Keyword(s):  
Professional Development ◽  
Professional Development Needs
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