scholarly journals Improved Professional Development Through Teacher Leadership

2018 ◽  
Vol 26 (2) ◽  
Author(s):  
Wesley D. Hickey ◽  
Sandra Harris
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Teacher Leadership ◽  
Teacher Leaders ◽  
Exemplary Teachers ◽  
Development Model ◽  
Faculty Effectiveness ◽  
Professional Development Model ◽  
Teaching Faculty ◽  
The Impact

Research suggests the need to provide leadership opportunities for teachers within school settings in order to increase professional collaboration and community. This research explored one rural district’s professional development model, which was evaluated to determine its potential in developing teacher leaders. This district’s professional development model utilized their exemplary teachers to develop other teachers through formal presentations that were traditionally taught by non-district experts. This study utilized a practitioner research methodology to determine effectiveness of using teachers as leaders. Data were collected to determine the impact on the teacher leaders and the effectiveness of the presentations as perceived by the overall teaching faculty. The results suggest an overall positive experience for teachers, as well as an increase in collaboration. In addition, teacher presenters believed their participation in staff development increased faculty effectiveness and increased the perception of the teacher presenters as leaders within the district.  

Learning Analytics

2020 ◽  
pp. 308-335 ◽  
Author(s):  
Matthieu Hausman ◽  
Dominique Verpoorten ◽  
Valérie Defaweux ◽  
Pascal Detroz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Environment ◽  
Learning Analytics ◽  
Case Analysis ◽  
Development Model ◽  
Professional Development Of Teachers ◽  
Professional Development Model ◽  
The University ◽  
The Impact

This chapter discusses the impact of the use of Learning Analytics on the professional development of teachers in higher education. Learning Analytics allows teachers to obtain previously inaccessible information about their students' learning activities. Based on this information, it is possible for teachers to modify their teaching strategies and the learning environment they offer to students, and they can also offer better monitoring to them. After having shed a theoretical light on the concepts used in this chapter, authors propose a case analysis relating to the experience of a teacher from the Faculty of Medicine of the University of Liège. Using a professional development model, authors then propose an analysis of the impact of Learning Analytics on the professional development of this teacher. In this case, the Learning Analytics appear as a lever for the professional development of the teacher.

Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Barbara C. Storandt ◽  
Lia C. Dossin ◽  
Anna Piacentini Lacher
Keyword(s):  
Professional Development ◽  
Development Model ◽  
Online Faculty ◽  
Faculty Professional Development ◽  
Online Instructors ◽  
Face To Face ◽  
Learner Outcomes ◽  
Professional Development Model ◽  
Course Experience ◽  
Instructor Satisfaction

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from efforts to prepare face-to-face instructors. However, very few studies outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by effective. PBS TeacherLine’s professional development model presents an opportunity to examine a comprehensive, well-established effort that has undergone regular refinements over the past 11 years. Results from the yearlong study presented in this paper showed that PBS TeacherLine’s professional development model contributes positively to instructor satisfaction, retention, high quality online instruction, increased instructor reflection, and learner outcomes such as an overall positive course experience. These findings reveal promising best practices for online faculty professional development that are specific to the online environment.

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