Getting The Most Out Of Professional Development

Getting The Most Out Of Professional Development

Training is in fixed flux. Gone are the days when a trainer learnt all that is needed to know at teachers' college. Teachers need to be always upgrading their qualifications or enhancing their teaching skills by attending regular professional development. This was made plain to me after I turned a Head of Mathematics. One in every of my most vital duties was the professional development of my staff. Nevertheless, that also meant that I had to embark on constant professional development before I might fulfill my responsibility to develop my staff.

Typically, the professional development I attended was mandated by the tutorial writerity and I had to pass it down the line. I had to develop a strategy to get essentially the most out of these opportunities in order that I could give good feedback to my staff.

Here is how I went about it. Obviously, I would need to take notes within the workshop but they needed to be focused on how I needed to pass the knowledge on. Therefore, I would divide my note pad down the middle. The left side was headed "New Info" and the fitting side "What Action Shall I Take". On the left hand side, I'd note the new concept/instruction in blue. On the fitting hand side, I might write in red what action I wanted to take. The next day I would develop an motion plan. That would come with what I wanted to do to get the ideas throughout to my staff. One essential part of this action plan was to write a report that went to all. Often, it led to my giving the workers a brief workshop.

This eventually led me to present professional development workshops to lecturers from other schools. In these workshops, I challenged my viewers to leave the workshop with an action plan. Actually, in the workshop booklet, I included a mannequin motion plan Proforma as an example of how I went about making probably the most, personally, out of professional development.

One thing I always did was to resolve on an concept that I would implement in my courses the subsequent day. I knew that I needed to 'strike while the iron is scorching' or the professional development would just develop into a 'good' day away from my classes.

Under is an instance of the motion plan I put in my workshop booklets. The action plan was in the form of a collection of questions teachers would ask themselves.

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