scholarly journals Addressing Sunshine State Standards in Elementary School Teacher Professional Development Workshops

EDIS ◽  
2009 ◽  
Vol 2009 (5) ◽  
Author(s):  
Jennifer A. Seitz ◽  
Martha C. Monroe ◽  
Kimberly O. Thurman
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
School Teacher ◽  
State Standards ◽  
Forest Resources ◽  
Public School Teachers ◽  
School Teachers ◽  
Project Learning ◽  
Teacher Professional ◽  
Project Learning Tree

FOR-220, a 6-page illustrated fact sheet by Jennifer A. Seitz, Martha C. Monroe, and Kimberly O. Thurman, use Project Learning Tree (PLT) workshops as an example of how anyone conducting professional development workshops can improve attendance and enhance program use by public school teachers by identifying and advertising the Sunshine State Standards (SSS) that the workshops address. Published by the UF School of Forest Resources and Conservation, May 2009.

scholarly journals Teacher Professional Development and Appraisal

2015 ◽  
Vol 2 (2) ◽  
pp. 146-152
Author(s):  
Kushtarbek Kimshanov ◽  
Totukan Dyikanbaeva
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
School Teacher ◽  
High Standard ◽  
Teacher Appraisal ◽  
International Literature ◽  
Muslim Society ◽  
Teacher Professional ◽  
And Training

Abstract The paper is based on analysis of international literature on school teacher appraisal and professional development.  Teacher appraisal is a very important area of study, and traditionally it has been quite a contested field as well.  Teachers used to feel tension and anxiety due to unfair teacher appraisal, and they often reacted to teacher appraisal with resentment and nervousness.  Historically, teacher teacher appraisal was aimed to inform the issues and training considerations in education during the decades of the seventies and was establish to exercise greater accountability to maintain a high standard in education. However, eventually the developmental purpose had been emphasized. This paper presents rich literature on teacher appraisal and teacher development concepts. Abstrak Artikel ini berdasarkan analisis literatur internasional pada penilaian guru sekolah dan pengembangan profesional. Penilaian guru merupakan bidang kajian yang sangat penting, dan sudah menjadi bidang kajian yang cukup sering diperdebatkan. Guru kerap merasa tegang dan cemas dikarenakan penilaian guru yang tidak adil, dan mereka sering bereaksi terhadap penilaian guru dengan kekesalan dan gugup. Dalam sejarahnya, penilaian guru bertujuan untuk memberitahukan isu-isu dan pertimbangan pelatihan dalam pendidikan selama dekade tujuh puluhan dan telah dibentuk untuk melatih akuntabilitas yang lebih baik untuk mengatasi standar pendidikan yang tinggi. Namun, akhirnya tujuan pengembangan telah ditekankan. Artikel ini memberikan beragam informasi tentang penilaian guru dan konsep pengembangan guru. How to Cite : Kimshanov, K. Dyikanbaeva, T. (2015). Teacher Professional Development and Appraisal. TARBIYA: Journal Of Education In Muslim Society, 2(2), 146-152. doi:10.15408/tjems.v2i2.2802. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.2802

scholarly journals Middle and High School Teacher Professional Development

2020 ◽  
Author(s):  
Keith Schimmel ◽  
Muktha Jost ◽  
Tyrette Carter ◽  
Shawn Watlington ◽  
Terrie McManus ◽  
...  
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Professional Development ◽  
School Teacher ◽  
High School Teacher ◽  
Teacher Professional

THE TOTAL QUALITY MANAGEMENT ON TEACHER PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS IN GHARBIA GOVERNORATE OF EGYPT

2018 ◽  
Vol 05 (09) ◽  
pp. 01-14
Author(s):  
Shorouk Mohamed Farag Mohamed Aboudahr
Keyword(s):  
Professional Development ◽  
Quality Management ◽  
Secondary School ◽  
Secondary Schools ◽  
Total Quality Management ◽  
Teacher Professional Development ◽  
Pearson Correlation ◽  
Total Quality ◽  
School Teachers ◽  
Teacher Professional

The purpose of this study is to determine the total quality management on teacher professional development in secondary schools in Gharbia Governorate in Egypt. The study involved 66 respondents (47.4 % male & 52.6 % female) secondary school teachers’. The questionnaire consists of both Arabic language as well as English language. It consists of 28 items which includes Create Constancy of Purpose for Improvement (3 items), Adopt the New Philosophy (4 items), Improve constantly (4 items), Institute Training on The Job (9 items), Institute leadership (4 items) and Drive out Fear (4 items) subscales. This instrument was developed to assess the relationship between total quality management on teacher professional development in secondary schools. Data were analysed using frequency, percentage, independent t-test, ANOVA and Pearson Correlation test. The study found that no difference between gender and experiences on professional development. In additional, it was found that out of six dimension of Create Constancy of Purpose for Improvement, Adopt the New Philosophy, improve constantly, Institute Training on The Job, Institute leadership and Drive out Fear have positive relationship on teachers’ professional development. Finally, based on the finding of this study, I wish to suggest that for an improvement future researcher should carry out similar study not only in Gharbia state but also generally in Egypt. Besides, it recommended that should be encourage teachers of secondary school to attend training course and learn recent research and educational studies by providing financial and moral incentives. On the other hand, seminars could be held for high school teachers in order to improve their attitudes and perspectives towards professional development.

scholarly journals Improving Inservice Teacher Workshops in Florida

EDIS ◽  
2019 ◽  
Vol 2005 (15) ◽  
Author(s):  
Martha C. Monroe ◽  
Jenny Seitz ◽  
Shruti Agrawal ◽  
Michelle Aldridge ◽  
Sheda Morshed ◽  
...  
Keyword(s):  
Professional Development ◽  
Nonformal Education ◽  
Cooperative Extension Service ◽  
Forest Resources ◽  
Extension Service ◽  
Publication Date ◽  
Original Publication ◽  
University Of Florida ◽  
Project Learning ◽  
Project Learning Tree

To increase their usefulness to educators, workshop facilitators should be familiar with terms and concepts now used to describe Florida's professional development. These terms should be incorporated into inservice programs. This fact sheet defines the terms that are most helpful and provides suggestions for planning, advertising, delivering, and evaluating workshops to meet the needs of our teachers. Project Learning Tree (PLT) workshops are used as an example of how nonformal education facilitators could adapt their workshops to better address the new professional development system. This document is FOR 109, one of a series of the School of Forest Resources and Conservation Department, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Original publication date February 2005.

scholarly journals Improving Inservice Teacher Workshops in Florida

EDIS ◽  
2008 ◽  
Vol 2008 (5) ◽  
Author(s):  
Martha C. Monroe ◽  
Jenny Seitz ◽  
Shruti Agrawal ◽  
Sheda Morshed ◽  
Elizabeth Swiman ◽  
...  
Keyword(s):  
Professional Development ◽  
Environmental Education ◽  
Nonformal Education ◽  
Forest Resources ◽  
Inservice Teacher ◽  
Development System ◽  
Fact Sheet ◽  
Project Learning ◽  
Education Workshop ◽  
Project Learning Tree

Revised! FOR-109, a 5-page fact sheet by Martha C. Monroe, Jenny Seitz, Shruti Agrawal, Sheda Morshed, Elizabeth Swiman, Michelle Aldridge, and Vicki Crisp, defines the terms that are most helpful for Florida environmental education workshop facilitators and provides suggestions for planning, advertising, delivering, and evaluating workshops to better meet the needs of our teachers. Project Learning Tree (PLT) workshops are used as an example of how nonformal education facilitators could adapt their workshops to better address the new professional development system. Published by the UF School of Forest Resources and Conservation, May 2008.

scholarly journals Levels of Integrating the ASSURE Model in Lesson Delivery of Selected Primary School Teachers in Nigeria

2021 ◽  
Vol 12 (1) ◽  
pp. 177
Author(s):  
Adeyemi Adedapo ◽  
Bolanle T. Opoola
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Capacity Building ◽  
Teacher Professional Development ◽  
Instructional Media ◽  
School Teachers ◽  
Primary School Teachers ◽  
Development Capacity ◽  
Lesson Delivery ◽  
Teacher Professional

Scholars are aware of the fact that there have been many instances of teaching with no learning. One plausible reason for learning not to have taken place is when a teacher fails to design and creates conducive learning environments where changes in psychomotor, cognitive and affective behaviours can be accomplished effectively. But this can be corrected using the ASSURE model. Thus, the ASSURE model was investigated in this study as a method of lesson delivery to assess how far primary school teachers have gone in analyzing learners' characteristics, stating lesson objectives and utilizing instructional media. Three research questions guided the study. Fifty primary school teachers were purposively sampled and responded to a questionnaire during the 2016 FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshop.  An appraisal of the sit-in-observations of this workshop shows the need for assessing the use of integrating the ASSURE model in lesson delivery. Results show that primary school teachers were below the average in terms of analyzing their pupils’ characteristics before beginning their lessons and slightly above averages in the areas of systematically defining the lesson objectives and utilization of instructional media. It is recommended that the FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshops be extended to all categories of teachers in the UBEC scheme to update their knowledge to ensure effective teaching and learning situations.

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