Personalized Professional Learning

2017 ◽  
pp. 23-45
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Professional Learning ◽  
Learning Technology ◽  
Learning Approaches ◽  
Teacher Capacity ◽  
Teaching Context ◽  
Teacher Success ◽  
Teacher Needs ◽  
The Individual

The goal of teacher professional learning is to build teacher capacity and to facilitate improved student learning. Personalized professional learning should be differentiated based on teacher needs and prior knowledge and embedded within the individual teaching context in a job-embedded approach. Further, professional development is meant to provide teachers with on-going opportunities to keep current on new research regarding student learning, technology tools for the classroom, and curriculum resources. The content in this chapter builds upon the foundational concepts previously discussed to define personalized professional learning, explains the differences between traditional and personalized professional development models, and enlightens the reader regarding recommended changes in professional learning approaches to achieve greater teacher success in the classroom.

scholarly journals THE PECULIARITIES OF ENHANCING PROFESSIONAL COMPETENCE OF FOREIGN LANGUAGE LECTURERS IN THE USA

2021 ◽  
pp. 12-20
Author(s):  
Жанна Баб’як ◽  
Наталія Щур
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Professional Learning ◽  
Technical Assistance ◽  
Professional Competence ◽  
Time Frame ◽  
Learning Needs ◽  
Smart Goals ◽  
The Usa ◽  
The Individual

The article deals with studying the American experience of educator professional development. To carry out this research the following methods have been applied: content analysis, systematization and theoretical generalization of scientific literature, standards, technical assistance documents and samples of the individual professional development plan (IPDP) for educators. Having conducted the research, the following results and conclusions have been drawn. The primary goal for professional learning is to help educators develop and apply the knowledge and skills necessary to help students to learn foreign languages more effectively and efficiently. Therefore, the planning and designing of professional learning include defining the SMART goals of professional learning drawn from analysis of student and educator learning needs, which are determined by examining data on student learning outcomes. To achieve these goals those who are responsible for professional learning should select the appropriate job-embedded and external forms of professional learning, which allow the educators to satisfy student learning needs, bridge the knowing-doing gap and integrating new ideas and skills into practice. An IPDP is a tool serving as a guide for the professional learning. IPDP enables educators to chart their goals and to plan learning activities that improve their competencies in order to enhance their students’ performance. Completing the IPDP includes setting the goals based on student learning needs, deciding on the professional methods/strategies, tapping possible resources, setting the time-frame, identifying success indicators. After having been accomplished, the IPDP is evaluated by the person in charge. Evaluation of professional learning provides the opportunity to monitor the process of embedding the new learning into practices by observing and assessing changes in educator practice and increases in student learning.

scholarly journals Addressing the challenges of a new digital technologies curriculum: MOOCs as a scalable solution for teacher professional development

2014 ◽  
Vol 22 ◽  
Author(s):  
Rebecca Vivian ◽  
Katrina Falkner ◽  
Nickolas Falkner
Keyword(s):  
Professional Development ◽  
Computer Science ◽  
Large Scale ◽  
Ad Hoc ◽  
Knowledge Exchange ◽  
Learning Technology ◽  
Educational Approach ◽  
Participant Engagement ◽  
Teacher Needs ◽  
Teacher Professional

England and Australia have introduced new learning areas, teaching computer science to children from the first year of school. This is a significant milestone that also raises a number of big challenges: the preparation of teachers and the development of resources at a national scale. Curriculum change is not easy for teachers, in any context, and to ensure teachers are supported, scaled solutions are required. One educational approach that has gained traction for delivering content to large-scale audiences are massively open online courses (MOOCs); however, little is known about what constitutes effective MOOC design, particularly within professional development contexts. To prepare teachers in Australia, we decided to ride the wave of MOOCs, developing a MOOC to deliver free computing content and pedagogy to teachers with the integration of social media to support knowledge exchange and resource building. The MOOC was designed to meet teacher needs, allowing for flexibility, ad-hoc interactions, support and the open sharing of resources. In this paper, we describe the process of developing our initiative, participant engagement and experiences, so that others encountering similar changes and reforms may learn from our experience.Keywords: scaling up; MOOCs; open access; professional development; online course; computer science education(Published: 28 August 2014)Citation: Research in Learning Technology 2014, 22: 24691 - http://dx.doi.org/10.3402/rlt.v22.24691

scholarly journals Reimagining Music Teacher Collaboration: The Culture of Professional Learning Communities as Professional Development Within Schools and Districts

2019 ◽  
Vol 33 (1) ◽  
pp. 15-23
Author(s):  
Sharyn L. Battersby
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Student Learning ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Collaborative Community

Music educators are continually seeking new ways to better their practice and improve student learning. Professional learning communities are a type of collaborative community that when administered successfully provide a forum for music educators to become active participants in both their own learning and that of their students. While the notion of professional learning communities has been around since the 1990s, they have received renewed attention more recently due to the adaptation and implementation of Danielson’s popular Framework for Teaching, which has been implemented in many school districts across the country. Teachers facing the challenge of reshaping the culture of their music programs and seeing their initiative sustained will devise elements that will become embedded in that (school) culture. Supportive and shared leadership, shared values and vision, and collective learning are just some of the attributes that can contribute to student learning and the professional development of music teachers.

scholarly journals Making the most of mobility: virtual mentoring and education practitioner professional development

2015 ◽  
Vol 23 ◽  
Author(s):  
Hazel D. Owen
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Professional Learning ◽  
Research Study ◽  
Learning Needs ◽  
Learning Technology ◽  
Learning And Development ◽  
Virtual Mentoring ◽  
Aotearoa New Zealand ◽  
Knowledge Cultures

Learning provision, including professional learning, needs to embrace mobility (of knowledge, cultures and contexts – physical and cerebral) to enable education practitioners to interact locally and globally, engage with new literacies, access rich contexts, and to question, co-construct and collaborate. Virtual mentoring, also known as distance, remote, tele-, cyber- and eMentoring, offers a level of flexibility that enables mentors and mentees to maximise these concepts of mobility. There are Professional Learning and Development (PLD) initiatives that offer contextualised, individualised learning experiences via mentoring partnerships and Communities of Practice (CoPs), but not so many that have focussed on virtual mentoring and online CoPs. This article describes a Virtual PLD programme that has been offered in Aotearoa New Zealand from 2009 to date and discusses findings from the associated research study, including benefits that can be specifically equated to the virtual nature of the mentoring and access to the online CoP. Also reported are shifts in mentees’ self-efficacy and perceptions of changes in professional practice.Keywords: online communities; professional development; coaching(Published: 16 September 2015)Citation: Research in Learning Technology 2015, 23: 25566 - http://dx.doi.org/10.3402/rlt.v23.25566

Foundations for Change

2017 ◽  
pp. 1-22
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Teacher Agency ◽  
Teacher Professional Learning ◽  
District Leaders ◽  
Teacher Capacity ◽  
Personal Learning ◽  
Natural Progression ◽  
Collaborative Interactions ◽  
Teacher Professional

Historically, educators, leaders, and policymakers have described teacher professional learning as professional development or trainings, which imply teachers receive information rather than acknowledging and accepting personal learning as an ongoing, natural progression toward improving the craft of teaching. Consensus exists regarding standards for professional learning, which includes the elements of embedded learning in contextually relevant locations, content focused practices, collaborative interactions, ongoing and sustained opportunities, and alignment to district and school goals. However, many school and district leaders have not yet made the paradigm shift to valuing the importance of teacher agency and cultivating an environment for building capacity. This chapter is devoted to sharing a research-based personalized professional learning model for change, which focuses on building greater teacher capacity and improved student learning.

Online Learning Community

2014 ◽  
pp. 1946-1962
Author(s):  
Eunice Sari ◽  
Cher Ping Lim
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teacher Capacity ◽  
Online Learning Community ◽  
Unique Role ◽  
Professional Capacity

This chapter describes the role of the online learning community named OLC4TPD (Online Learning Community for Teacher Professional Development) in building professional capacity of Indonesian teachers. OLC4TPD was contextually built to address the challenges of teacher professionalism in Indonesia, which has contributed significantly to students' learning outcome. As an independent informal online learning community, OLC4TPD plays a unique role in schools' professional learning community. The authors investigate the role of OLC4TPD from different pillars that hold the professional learning community edifice. The four pillars are (1) collaborative teamwork, (2) teacher capacity, (3) leadership capacity, and (4) professional development. The chapter explains this unique role by showcasing several authentic examples on how OLC4TPD has improved professional capacity of teachers and teacher educators in an Indonesian context.

scholarly journals Building Teacher Capacity within the Evolving Assessment Culture in Canadian Education

2012 ◽  
Vol 10 (4) ◽  
pp. 447-460 ◽  
Author(s):  
Don A. Klinger ◽  
Louis Volante ◽  
Christopher Deluca
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Teacher Capacity ◽  
Canadian Education ◽  
Assessment Culture ◽  
The Impact

Lost in the focus on large-scale educational assessments for accountability purposes is the important role of teachers' classroom assessment practices. Teachers must understand the use of both large-scale and classroom assessment practices and theories, and professional development remains the primary method to develop these assessment capacities. However, traditional models of professional development typically have little, if any, effect. In recognition of the importance of building teachers' assessment capacity, and the limitations of traditional professional development, the Elementary Teachers' Federation of Ontario, Canada, developed a Classroom Assessment Workshop Series to begin to build a systemic assessment framework for teachers. Through pre- and post-series surveys with 300 participants, and interviews and focus groups with facilitators, the authors' review and research explored the impact of the series on teachers' beliefs, self-efficacy, and knowledge of assessment practices and theory. The authors also explored the challenges that teachers experienced as they worked to understand and implement current conceptions of assessment. While teachers certainly valued the community created through the series and the opportunities to share their experiences, the findings found that teachers struggled to understand the theoretical foundations and use these foundations to further develop their own assessment practices. The research highlights the need for teachers to embrace a philosophy that integrates formative assessment practices and theories into their teaching and learning while also identifying the challenges associated with creating such an assessment culture. Current models of professional development may be more aligned with principles of effective professional learning, but truly changing teachers' classroom assessment practices may require a much more prolonged effort than those being provided.

scholarly journals TOWARDS A HOLISTIC AND INCLUSIVE PEDAGOGY FOR STUDENTS FROM DIVERSE LINGUISTIC BACKGROUNDS

2020 ◽  
Vol 31 (1) ◽  
pp. 139
Author(s):  
Samrat Bisai ◽  
Smriti Singh
Keyword(s):  
Student Learning ◽  
Clear Picture ◽  
Practical Implementation ◽  
Teaching Context ◽  
Inclusive Pedagogy ◽  
Multilingual Classroom ◽  
The Individual ◽  
Linguistic Backgrounds ◽  
Enhance Student Learning

In a multilingual classroom, students come from various cultural, linguistic, and racial backgrounds. They have different ideologies, opinions, and needs. In this regard, ‘one size fits all’ pedagogy is not only irrelevant but also absurd because the instructions and interactions in the classroom do not cater to the needs of all the students. Therefore, a carefully planned pedagogy that addresses the needs of the individual learners differently in the classroom is needed. In this scenario, implementing multilingual pedagogy in the classroom might be a better idea as it can address the needs of individual learners by making education inclusive and accessible to all. Multilingual pedagogy here is defined as a set of principles that are used to varying degrees in different approaches depending on the teaching context, learners, and curriculum (Neuner, 2004). This paper discusses various approaches, methods, and strategies within the framework of multilingual pedagogy that can be implemented in a classroom consisting of students from diverse linguistic backgrounds. To provide a clear picture of the theoretical ideas, the practical implementation of the ideas in some schools are also discussed. During the implementation, it is indicated that multilingual pedagogy holds the potential to enhance student learning.

Re-thinking Professional Development: Positioning Educational Documentation as Everyday Professional Learning

2016 ◽  
Vol 41 (4) ◽  
pp. 81-85 ◽  
Author(s):  
Deborah Harcourt ◽  
Lesley Jones
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Reggio Emilia ◽  
Early Years ◽  
Educational Project ◽  
Learning Framework ◽  
The Many ◽  
The Individual

THE INTENT OF THIS PAPER is to explore the ways in which educational documentation—one of the many important key principles that challenge and sustain the educational theories and teaching practice of the Reggio Emilia Educational Project in Italy—supports the practice, principles and pedagogy of early years educators. In this particular context, documentation is positioned as both a strategy and a tool for examining the work of the individual and of the group, for both children and educators, with the aim of questioning the role documentation might play in supporting educators' professional learning. This commentary paper will examine the concept of documenting as a process that enables an educator's work to become visible and therefore support their evolving capacity as an educator, through ongoing reflective practice, as indicated in the Australian Early Years Learning Framework (DEEWR, 2009).

scholarly journals Teachers as Embedded Practitioner-Researchers in Innovative Learning Environments

2020 ◽  
Vol 10 (3) ◽  
pp. 99-116
Author(s):  
Joanne Blannin ◽  
Marian Mahat ◽  
Benjamin Cleveland ◽  
Julia E. Morris ◽  
Wesley Imms
Keyword(s):  
Teacher Learning ◽  
Learning Environments ◽  
Professional Learning ◽  
Research Programme ◽  
Teacher Capacity ◽  
Learning Skills ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
The Individual ◽  
Teacher Capacity Building

The paper introduces and explores the Plans to Pedagogy research programme, a three-year project focused on teacher capacity-building within schools. Plans to Pedagogy engages practitioner-researchers in the development of their and their colleagues’ spatial learning skills as they move into and attempt to take advantage of innovative learning environments. The programme involves teachers from eight schools across Australia and New Zealand. Still in progress, each three-year project addresses the individual school’s needs, while being supported by a more extensive university-situated “umbrella” research programme. This paper presents emerging findings from Plans to Pedagogy and discusses what is being learned about applied research in schools and how a research-focused approach to professional learning can enhance teacher learning and practice.

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