scholarly journals The Case for Differentiated Professional Support: Toward a Phase Theory of Professional Development

2010 ◽  
Vol 4 (1) ◽  
Author(s):  
Rachael Gabriel
Keyword(s):  
Professional Development ◽  
Professional Support ◽  
Phase Theory

scholarly journals SoTL in the Margins: Teaching-Focused Role Case Studies

2021 ◽  
Vol 9 (1) ◽  
pp. 61-78
Author(s):  
Nicola Simmons ◽  
Lauren Scharff ◽  
Michelle Eady ◽  
Diana Gregory
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
International Society ◽  
Teaching And Learning ◽  
Professional Support ◽  
Tenure Track ◽  
Scholarship Of Teaching ◽  
Unique Challenge ◽  
Improving Teaching And Learning ◽  
Excellence In Teaching

The number of teaching-focused faculty (TFF) continues to increase, raising concerns about opportunities to engage in the Scholarship of Teaching and Learning (SoTL) for academics who are hired to focus on teaching rather than research. Various names for these teaching-focused positions include, but are not limited to: instructional, limited-term faculty; permanent, but not eligible for tenure; equivalent to tenure-track (eligible for tenure); and casual teaching-focused. Regardless of title, TFF face a unique challenge: hired for excellence in teaching and committed to improving teaching and learning, they are often not granted support to engage in professional development or research related to teaching and learning. These and other challenges are associated with their academically marginalized positions. The authors are members of the Advocacy Committee of the International Society for the Scholarship of Teaching and Learning (ISSOTL). This paper builds on a session we offered at the ISSOTL conference in Calgary in 2017 where we invited TFF to contribute narrative examples of institutional SoTL challenges and their strategies for overcoming them. We describe potential solutions to creating institutional cultures that are supportive of TFF engaging in SoTL. We finish by offering recommendations for creating a SoTL teaching-focused community within ISSOTL to provide social and professional support.

Personal and Professional Support

2021 ◽  
pp. 45-59
Author(s):  
Kemi Elufiede ◽  
Carissa Barker-Stucky
Keyword(s):  
Professional Development ◽  
Social Development ◽  
Action Planning ◽  
Professional Support ◽  
Development Support ◽  
Community Writing ◽  
Writing Resources

This chapter provides strategies for successfully completing writing projects with the support of the community through personal and professional development support. This type of support is established through education, social development, and action planning. Individuals and groups often feel that writing is a solo activity and fail to seek additional resources, but writing is part of the larger community. Writing is the craft of art that is distributed to the community in various forms. Literature related to writing resources, personal, and professional development is reviewed. The authors explain the psychology of inspiration through its etymology, from the word for breathing in. They then recommend a framework for creating writing inspiration, which includes becoming the expert, engaging the interest, developing the objectives, and promoting the concept.

Professional Support Networks in TESOL

2021 ◽  
pp. 33-49
Author(s):  
Bahar Otcu-Grillman ◽  
JungKang Miller
Keyword(s):  
Professional Development ◽  
Sense Of Community ◽  
Support Networks ◽  
Professional Support ◽  
Professional Networks ◽  
Professional Network ◽  
Building Systems ◽  
Teacher Trainers ◽  
Bilingual Educators ◽  
Systems Of Support

This chapter investigates professional development for ESOL teachers and shows the importance of building systems of support for teachers through professional support networks and sociolinguistic perspectives. It aims to raise awareness about existing professional networks for the education of bilingual educators and ESOL teachers in NY. It introduces some initiatives at a NY college that address such challenges and make NYS's various professional networks accessible to candidates. The chapter suggests that it is important for college educators and teacher trainers to get the teacher-in-training more involved in working with professionals. Growing the professional network in multimodal ways would help create a sense of community and belonging in the profession of teaching ESOL students.

Professional Development and the JET Program: Insights and Solutions Based on the Sendai City Program

2002 ◽  
Vol 23 (1) ◽  
pp. 31 ◽  
Author(s):  
Anthony Crooks
Keyword(s):  
Professional Development ◽  
High Schools ◽  
Service System ◽  
Native Speaker ◽  
English Teachers ◽  
Japanese Government ◽  
Professional Support ◽  
Government Documents ◽  
Working Together ◽  
Japanese High Schools

This paper examines the role professional development can play for Japanese Teachers of English (JTEs) and native speaker Assistant English Teachers (AETs) working together in the Japan Exchange and Teaching om Program. Aiming for a communicatively-based team-taught approach, the program has been in existence in Japanese high schools since 1987. Japanese government documents, academic reports, and participants' reflections have been examined to reveal some of the program's shortfalls. A detailed description of Sendai City's training and in-service system is offered as a way to maximize the success of the JET Program through consistent professional support for ]TEs and AETs.

Quality Technology Support: What is it? Who Has it? and What Difference Does it Make?

2002 ◽  
Vol 26 (3) ◽  
pp. 265-285 ◽  
Author(s):  
Sara L. Dexter ◽  
Ronald E. Anderson ◽  
Amy M. Ronnkvist
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Teacher Participation ◽  
Professional Support ◽  
Technology Support ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology Leaders ◽  
Quality Technology ◽  
Integrate Technology

Using the recommendations of the CEO Forum report on Professional Development, we operationalized “quality technology support” as consisting of: 1) access to one-on-one personal guidance and help; 2) frequent teacher participation in technology-oriented professional support among teacher peers; 3) professional development content focused on instruction and integration; and 4) access to resources. Using the 1998 TLC national survey of teachers, we empirically confirmed that the frequency, variety, and increased use of technology in the classroom are associated with the availability of quality technology support. These results suggest that if technology leaders hope teachers will integrate technology they should attend to the instructional aspects of technology support, such as professional development opportunities and learning environments, as well as its technical components.

The Care and Feeding of Adjuncts

2021 ◽  
pp. 85-97
Author(s):  
Kelly A. Sylte
Keyword(s):  
Professional Development ◽  
Adjunct Faculty ◽  
Program Directors ◽  
Faculty Members ◽  
Professional Support ◽  
Full Time ◽  
Concerted Effort ◽  
Staff Members ◽  
Personal Experiences ◽  
And Training

Recruiting qualified adjuncts takes time and resources. Adjuncts need instructional, curricular, and professional support same as full-time professors receive. Putting a concerted effort into the onboarding (care) and training (feeding) of new staff members improves performance and retention. The purpose of this chapter is to give information that may reinforce what you are already doing for your adjuncts or may prompt you to think about your onboarding processes to improve how adjuncts are supported in their roles. The information is intended to be useful for administrators, deans, and program directors, as well as adjuncts themselves. Adjuncts might need to be advocates for their own sake—asking for professional development; becoming involved in activities; or seeking classroom support, training, and recognition. This chapter includes descriptions of onboarding practices and professional development efforts at various universities and provides comments from individuals describing their personal experiences as adjunct faculty members.

scholarly journals SoTL in the Margins: Teaching-Focused Role Case Studies

2021 ◽  
Vol 9 (1) ◽  
pp. 61-78
Author(s):  
Nicola Simmons ◽  
Lauren Scharff ◽  
Michelle Eady ◽  
Diana Gregory
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
International Society ◽  
Teaching And Learning ◽  
Professional Support ◽  
Tenure Track ◽  
Scholarship Of Teaching ◽  
Unique Challenge ◽  
Improving Teaching And Learning ◽  
Excellence In Teaching

The number of teaching-focused faculty (TFF) continues to increase, raising concerns about opportunities to engage in the Scholarship of Teaching and Learning (SoTL) for academics who are hired to focus on teaching rather than research. Various names for these teaching-focused positions include, but are not limited to: instructional, limited-term faculty; permanent, but not eligible for tenure; equivalent to tenure-track (eligible for tenure); and casual teaching-focused. Regardless of title, TFF face a unique challenge: hired for excellence in teaching and committed to improving teaching and learning, they are often not granted support to engage in professional development or research related to teaching and learning. These and other challenges are associated with their academically marginalized positions. The authors are members of the Advocacy Committee of the International Society for the Scholarship of Teaching and Learning (ISSOTL). This paper builds on a session we offered at the ISSOTL conference in Calgary in 2017 where we invited TFF to contribute narrative examples of institutional SoTL challenges and their strategies for overcoming them. We describe potential solutions to creating institutional cultures that are supportive of TFF engaging in SoTL. We finish by offering recommendations for creating a SoTL teaching-focused community within ISSOTL to provide social and professional support.

Professional Development Activities and Support Among Secondary Health Teachers

2017 ◽  
Vol 4 (3) ◽  
pp. 190-199 ◽  
Author(s):  
Catherine Cardina
Keyword(s):  
Professional Development ◽  
United States ◽  
Public School ◽  
Health Education ◽  
Beginning Teachers ◽  
Secondary Teachers ◽  
The United States ◽  
Professional Support ◽  
Health Teachers ◽  
Newly Hired

This study describes public school secondary health education teachers’ support for professional development in the United States and the types of professional development activities in which they participated. Results were compared with public school secondary teachers of all other subjects. In addition, perceptions of professional preparation among newly hired health teachers and the types of professional support they received are described. Data were collected through the 2011-2012 Schools and Staffing Survey and included a nationally representative sample of public school teachers in the United States. Descriptive statistics were used to analyze data. Results showed that for nearly all types of professional support assessed, secondary health education teachers reported less support as compared with secondary teachers of all other subjects. Of the teaching skills questioned, newly hired health education teachers indicated they were least prepared in handling a range of classroom management or discipline situations and using data from student assessment to inform instruction. Moreover, newly hired health teachers were less like to participate in programs for beginning teachers as compared with their newly hired teaching peers. Using results from this study, recommendations concerning professional development support and activities among secondary health teachers and newly hired secondary health teachers are provided.

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