TEACHER EVALUATION 8
Professionaldevelopment is exceedingly critical in enhancing both student andeducator performance. Professional development should be madeavailable to educators due its significance. When it is planned andhas proper implementation, it makes sure that educators acquire theskills and knowledge necessary in helping students to meet standards.Common Core State Standards and new assessment systems ensure thatteachers become provided with powerful fresh resources that guide allstudents towards career readiness (Rodrigues,2004). However, the success of these fresh assessment systems dependon the capacity of educators charged with utilizing them in improvinginstruction and supporting student learning. This assignment willprovide a proposal of professional development at the school leveland discuss how the plan will be evaluated.
Proposalfor a System of Professional Development
Inensuring professional development, there are various significantconsiderations that can be made. The following represents a proposalfor a system of professional development at a district level
Adopting Common Standards for Professional Development
`Theadoption of common standards is exceedingly vital for professionaldevelopment. Members of the group should agree on adopting CommonCore Standards. When all the teachers agree on adopting commonstandards, it will be exceedingly easy for all players at the schoollevel to be at a common ground in the professional development.Besides, the adoption of common standards is critical forprofessional development since all the same players will be engagedin the same process while the adoption process is likely to speed upany problems linked to varied expectations for professionaldevelopment. At a school level, the administrator can come up withcommon standards that should be followed by teachers for professionaldevelopment.
Creating Daily School Schedules
Itis critical to ensure that daily school schedules are created for theprofessional development. Teachers would require designated time inimplementing and using the assessments effectively. Through creatingschedules, it would help in ensuring that all the activitiessupporting professional development at the school level have anoptimal allocation of time. Therefore, creating daily schoolschedules will help in ensuring that there is an allocation of ampletime for the planning and implementation of professional development(Guskey,2003). Sometimes, professional development may be hindered byteachers having limited time that is critical in the accomplishmentof professional development activities. Hence, through creating dailyschool schedules, it would be feasible to ensure that teachers havean access to the much needed time for professional development.
Establishing a Teacher Advisory Committee
Inthe professional development, it is critical to ensure that there isan establishment of a teacher advisory committee. Just like any othergroup in the professional development system, teachers require arepresentative group that act as their advocate. It is vital toacknowledge that fresh standards and assessments cannot becomeimplemented in the vacuum. Reform strategies usually put increasingpressures on teachers in classrooms. Therefore, it would be better toestablish a teacher advisory committee that would be in a position torepresent the teachers better. This implies that the advisorycommittee would be better if it would comprise of teachers. This isso because the committee comprising of teachers would be capable ofunderstanding what fellow teachers go through and what need to changein order to realize effective teaching. Hence, establishing such acommittee would be critical in the professional development since itwould be capable of representing teachers effectively.
Providing Teachers with the Appropriate Resources and Establishing Professional Development Academies
Resourcesare exceedingly crucial in professional development since they helpin making it easier for teachers in making transition from oldstandards to fresh standards. In case resources are not appropriate,it may become exceedingly difficult for teachers to realizetransition from old to fresh standards, which is critical forprofessional development (Guskey,2003). Thus, in order to realize professional development, at schoollevel, it is critical to provide teachers with the appropriateresources. On the other hand, the establishment of professionaldevelopment academies at the school level is also critical since theprofessional development academies aid in supporting varied goals,which are significant in the implementation of professionaldevelopment.
Thefollowing goals can be included in the proposal for professionaldevelopment
Introducing fresh assessments organized by subject area, grade level or assignment
Promoting deeper understanding and utilization of assessments that are organized by team assignment, subject area, or grade level
Building assessment literacy together with technological expertise
Supporting certification of group assessment specialists and any other tutor leadership roles
Ensuring that there is an increase in student achievement and enhancing the curriculum that the learners go through.
Theprocess of professional development can be better understood throughdelineating different activities, which contribute to it theseactivities entail needs assessment, program planning, delivery, andevaluation. Needs assessment acts as a precursor to the provision ofprofessional development. This activity consists of attempts ofidentifying needs of professionals, measuring their magnitude, anddeciding how these needs can be attained. Program planning activityoccurs after the identification of the professional developmentneeds. It entails vast decisions concerning the content ofprofessional development programs, programs cost, and theirstructure. Program delivery entails implementing the plans made inthe earlier phases. On the other hand, the last activity in theprofessional development process is program evaluation. This activityprovides results that can be utilized in the needs assessment thatwill follow (Peine& Peine,2008).
Inprofessional development, the faculty and administrators have acritical role to play. The faculty has a primary role in the activityof needs assessment. Besides, the faculty has a role in the planningand implementation of the professional development programs. Apartfrom these, the faculty also has a role in planning and implementingactivities that support primary skills programs (Díaz-Maggioli,2004). On the other hand, the administrators play vital roles in theprofessional development process. The administrators may assume threeroles in the process these include acting the decision maker, thefacilitator, and the trainer. Depending on the setting,administrators at a district level may assume all the three roles,two, or one of them. When administrators assume a central of decisionmaker, they take the responsibility of making decisions concerningthe content of professional development programs, establishes whenand where the programs will be held, who will handle the training,and the duration that the programs will consume. Besides, when theadministrators assume the role of a trainer, they undertake most ofthe professionals training. In this role, administrators assume allthe responsibility concerning program delivery. On the other hand,when administrators assume the role of facilitating, they assist inthe program planning and offer resources for the implementation ofthe development programs (Rodrigues,2004).
Evaluationof the Professional Development
Inevaluating the professional development programs, there are two typesof evaluation that can be utilized. These include the questionnairebased evaluation and performance-based evaluation. Thequestionnaire-based evaluation is usually performed at the lastsession of the professional development program. This evaluationoffers a valuable critique of the logistics and structure of theprogram however, it is not valuable for establishing whether theprograms have attained their objectives. On the other hand,performance-based evaluation is usually performed long after the endof the development program. This evaluation can be based on theobservation of teachers conduct, follow-up interviews, or throughmeasuring the progress in the attainment of some of the objectivespreviously identified. This type of evaluation is useful inestablishing how effective a certain program was in attaining theidentified needs.
Inattaining education effectiveness and making teachers ensure higheducation in schools, it is exceedingly critical to considerprofessional development programs. Professional development programsshould be availed to all teachers since it ensures educators acquireskills and knowledge necessary in helping learners meet standards. Itis necessary to ensure that there are appropriate resources in orderto achieve professional development. Besides, there is a need forcreating schedules in order to ensure that required programs forprofessional development become accomplished. Administrators can playthe role of the facilitator, trainer, or decision maker depending onthe setting. On the other hand, it is critical to consider evaluatingthe professional development programs. Two types of evaluation may beperformed these include performance-based evaluation andquestionnaire-based evaluation. Of these two, the performance-basedevaluation is the best since it aids in establishing whether theprofessional development programs accomplished their intendedpurpose.
Díaz-Maggioli,G. (2004). Teacher-centeredprofessional development.Alexandria, Va: Association for Supervision and CurriculumDevelopment.
Guskey,T. R. (2003). Evaluatingprofessional development.Thousand Oaks: Corwin Press.
Peine,J., & Peine, J. (2008). Theeducator`s professional growth plan: A process for developing staffand improving instruction.Thousand Oaks, CA: Corwin Press.
Rodrigues,S. (2004). Amodel of teacher professional development: The Partnership in PrimaryScience Project.Hauppauge, N.Y: Nova Science Publishers.