Oral Assessment as a Culminating Activity for Faculty Development

2020 ◽  
Vol 13 ◽  
pp. 112-119
Author(s):  
Diane Salter ◽  
Shannon Rushe
Keyword(s):  
Professional Development ◽  
Learning Outcomes ◽  
Academic Development ◽  
Development Program ◽  
Exceptional Student ◽  
Oral Assessment ◽  
Nous Montrons ◽  
Assessment Activity ◽  
Unique Nature ◽  
Dialogic Curriculum

This paper describes the oral assessment activity we designed and used as a culminating activity for faculty participants in a professional academic development program. The program offers multiple certificates, and the goal of each certificate is to enhance participants’ abilities to design and deliver exceptional student learning experiences. We describe the unique nature of the assessment activity and provide details on the process of implementing oral assessment. The process enabled faculty to demonstrate achievement of the program learning outcomes and consider next steps in their professional development. Three key ideas discussed in this paper are: oral assessment, folio thinking, and dialogic curriculum.   Dans cet article, nous présentons l’activité d’évaluation orale que nous avons conçue comme le point culminant d’un programme de perfectionnement professionnel universitaire pour les enseignants. Ce programme comprend plusieurs certificats visant chacun à renforcer la capacité des participants à créer des expériences d’apprentissage exceptionnelles pour les étudiants. Nous montrons en quoi l’évaluation orale est unique et nous fournissons des précisions au sujet du processus de mise en œuvre de cette activité. Grâce à l’évaluation, les enseignants ont été à même de montrer qu’ils avaient atteint les objectifs d’apprentissage du programme et d’envisager la suite de leur perfectionnement professionnel. Voici en somme les trois idées clés dont traite cet article : l’évaluation orale, la pensée organisée sous forme de dossier (folio thinking) et le programme d’étude dialogique.

scholarly journals Training of Teachers-Psychologists for the Competition of Professional Skills within the Framework of the Professional Development Program

2021 ◽  
Vol 18 (2) ◽  
pp. 21-25
Author(s):  
S.K. Pogrebnaya
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Learning Outcomes ◽  
Development Program ◽  
Practical Experience ◽  
Professional Development Program ◽  
Advanced Training ◽  
Professional Skills ◽  
Methodological Aspects

The work reflects the practical experience of training teachers-psychologists for the participation in competitions of professional skills. The organizational and methodological, theoretical and methodological aspects of the training for future competitors are presented. The goals, objectives, planned learning outcomes of the trainees of the additional professional advanced training program on the topic: “Organization the activity of the participant in the professional competition “Teacher-psychologist of Kuban” are reflected. The main content components of the program and profession-al competencies that must be acquired or developed by students as a result of training are de-scribed.

PREPARATION OF TEACHING STAFF TO USE HTML5 TECHNOLOGIES FOR THE DEVELOPMENT OF ELECTRONIC EDUCATIONAL RESOURCES

2019 ◽  
pp. 32-40
Author(s):  
S. S. Bakulevskaya
Keyword(s):  
Professional Development ◽  
School District ◽  
Learning Outcomes ◽  
Development Program ◽  
Educational Resources ◽  
Teaching Staff ◽  
Web Technologies ◽  
Modern School ◽  
Online Web ◽  
Thematic Plan

The article discusses the organization of training teaching staff to use HTML5 technologies for the development of electronic educational resources in the format of web apps. The relevance of using multimedia interactive electronic educational resources in modern school is noted and the effectiveness of developing such electronic educational resources in the form of both offline and online web apps is justified. The additional professional development program “Modern web technologies in education” for educators of the Southeast School District of the Moscow region is described: the goal of the program, improving professional competencies of students, planned learning outcomes, category of students, the form and the period of education, forms of students’ work, the timetable with both the thematic plan and the forms and the distribution of hours by the topics and the types of work. The content of the program and materials for intermediate and final certification are given.

scholarly journals CONTINUING PROFESSIONAL DEVELOPMENT FOR BIOLOGY TEACHERS IN POST CERTIFICATION PROGRAM

2019 ◽  
Vol 7 (4) ◽  
pp. 892-898
Author(s):  
Sofyan Anif
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Continuing Professional Development ◽  
Certification Program ◽  
Education Students ◽  
Biology Teachers ◽  
Self Evaluation ◽  
Assessment Activity ◽  
University Level ◽  
The University

Purpose: The paper presents the mechanism and implementation of the Continuing Professional Development Program (CDP) also the effectiveness of the program for certified biology teachers. Methodology: Certified biology teachers in Surakarta, Indonesia were involved in the survey after the implementation of the nine steps of continuing professional development. The nine steps of the CPD are self-evaluation, performance profile, proposed activity plan, determine activity plan, distribute activity plan, implement activity, self-performance assessment, activity reflection, and propose improvement activity. Result: The evaluation result presented in this paper can be used as a platform to improve the implementation of CPD in the next batch to upgrade the competence of the certified biology teachers from the teachers’ education at the university level. Applications: This research can be used for the universities, teachers and education students. Novelty/Originality: In this research, the model of the continuing professional development for biology teachers in the post certification program is presented in a comprehensive and complete manner.

Culturally Responsive Pedagogy in Mathematics

2020 ◽  
Vol 2 ◽  
pp. 145-158
Author(s):  
Kenta Nagasawa
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Latino Students ◽  
Culturally Responsive Pedagogy ◽  
Mathematics Teacher Education ◽  
Development Program ◽  
Current State ◽  
Responsive Pedagogy ◽  
State Of Research

Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers. Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course. Findings: Students faced microaggressions in mathematics class, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural. Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation. Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

scholarly journals Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development

2021 ◽  
Vol 13 (15) ◽  
pp. 8610
Author(s):  
Chung Kwan Lo ◽  
Gaowei Chen
Keyword(s):  
Professional Development ◽  
Activity Theory ◽  
Mathematics Teachers ◽  
Classroom Discourse ◽  
Learning Analytics ◽  
Visual Learning ◽  
Development Program ◽  
Experienced Teachers ◽  
Classroom Talk ◽  
Visual Learning Analytics

The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers). The program introduced productive classroom talk skills which can facilitate teachers’ formative assessment of student learning during class. To encourage teachers to reflect on their classroom discourse when reviewing recordings of their teaching, we used visual learning analytics with the treatment teachers and theorized the use of this technology with activity theory. After completing the program, the treatment teachers were better able to use productive talk moves to elicit student responses and to provide timely formative feedback accordingly. Specifically, the percentage of word contributions in lessons from students and the length of their responses increased noticeably. Qualitative findings suggest that the use of visual learning analytics mediated the treatment teachers and improved classroom discourse. Based on these findings and activity theory, we provide recommendations for future use of visual learning analytics to improve teachers’ classroom talk and designing professional development activities for experienced teachers.

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