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Based on the inquiry of empowering professional development, many findings come into play. At times we feel as though professional development is worthless and a waste of time. Gusky also, addresses that at times why so many professional developments are inadequate. There are reasons why we feel that way and reasons of which we should not have if we were actually getting something out the workshops. A common goal must first be set in the mind of the participants thus leading to the building of professionalism of the school system. In this review we will look at some aids and guides to successful professional development. First let's take a look and evaluate the classroom by observation to see what need to be improved. One idea that came to mind was some teacher were using peer tutoring as a tool to get out of instruction, thus they were not paying sufficient attention to the students as they worked. The article titled: Using Peer Tutoring to Facilitate Access discussed the findings of this teaching strategy in all levels of learning and basics subjects. This strategy has been defined as one of best ways to reach the student. In comparison to Gusky's ideas, there is a relationship between professional development and improvement in student learning. For improved student learning peer tutoring is higher achieving students being linked with lower achieving students to promote social enhancement and academic gains. There are three different kinds of peer tutoring; cross-age, peer assisted learning strategies, and reciprocal. Each kind was broken down and explained descriptively. The one that really stood out to me was the reciprocal tutoring. This was illuminating because the students are grouped together with two or more. They have a structured format and they each have the responsible of one another. Not only does it teach them responsibility but it teaches them social skills also. These findings are important in light of my own experience because this is a practice that I utilize in my classroom but it can also be upgraded. Teaching a computer class, sometimes I have learned that the students understand better when one of their peers explain the concepts and techniques to them. That is all based on level of learning. Some catch on faster than others and they can help each other with simple questions. After evaluation of the classroom and judging by administrators whether or not teachers are abusing the use of peer tutoring, this could be one main idea of focus in professional development. If evaluated properly teachers can really apply these tactics through professional development in the classroom to enhance what has already implemented in their instruction. I did not really know how to group the students but after reading this article I do. In the future, I will put the lower achieving student with those who have high achievements. Giving the students ownership and responsibility make them feel important and a little more confident on what they are working on. When we speak about teachers learning, it is our job to continue to research more ways and methods of how to reach our student as well as learn more about our subject matter. You can never know too much about a specific topic. Reeves argued the many different aspects of how a teacher can learn. He began on how much influence teacher leaders have on other teachers. Modeling really stood out in this article and was mentioned as one of the best practices. How will a teacher know to model correctly if it is not taught? It was presented with four practical ways. The first way was providing examples in the school and community, which was proven to be more effective than videos that are professionally produced. The second way was to create a safe environment for teacher to practice, to give the teacher a sense of security to continue to keep striving and stay encouraged. The third way was to create a bank of success stories and allow lesser experienced teachers to take part in also. The last way was to allow mistakes because one way to learn something is by experiencing it. All of these can be linked to professional development because this is definitely something that teachers are too knowledgeable about when first coming into the profession. These all play a role in backing up his ideas mentioned in (Reframing Teacher Leadership to Improve Your School, 2008). Reeves has a great perspective on professional development in relation to Gusky. Reeves discusses the urgency of answering questions that many new teachers may face on where to go to get help. This can really impact the career of a young educator in the beginning stages of teaching. It is kind of like raising a child. A lot of times, whatever a child young mind is taught at an early will affect them for the rest of their lives, based on learning by association. It is the same way with teachers, whatever we learn in the early stages can either help benefit our careers or hurt them, and we have to be the ones to distinguish the difference between help and hurt. I definitely would not want to pick up any bad habits that may be hard to drop. With innovated technology that's always changing and being improved this is a topic and tool that all teachers must learn in order to be effective in the classroom and what other better way can they learn other than professional development? The authors in Learning and Leading with Technology focused on how technology is taking over the world and is very well needed in the education of our youth today. It serves as a guide and aide to teachers today. It focused on the teacher and student learning on both aspects. A study was performed in an urban public school district in north Texas. During this study, they found that most students learned more when technology was involved. This gave them an even greater opportunity to do more research. All this was done by having technology at hand. Each student had a laptop. This relates to teachers learning in ways of how students must be taught how to utilize and make the most of today's technology. These findings are important in light of my experience because I teach Computer Applications in a computer lab. The article mentioned how the teacher is the learner also going back to Reeves' thought of the "teacher as the learner" which is exactly what I have understood ever since I began teaching. These authors illustrate how teachers spent ten percent more time working in groups than direct teaching which relates to the article of Using Peer Tutoring to Facilitate Access. Students learn more when they are given the opportunity at times to work in small groups, which is something that both resources agree upon. It is like a sense of security students because most of them work better with their peers, someone on the same level as they are on. For some reason, they have a tendency to be a little intimidated by us teachers and will not ask question, but they will ask their peers with no problem. The use of technology can be applied in the classroom therefore as I teach, they can actually be experiencing and performing it as they learn. They do not have to wait until they get home to make use of the concepts and techniques that are taught. Then what they learn by practicing in class, they can extend their learning outside of school on home computers or personal laptops. It also helps the teacher out because the more experience we have with technology; just as well as the student, it helps us to know more how to instruct the student. This gives us an advantage on the student and puts us a step ahead of them. That way when they experience difficulty, I will know how to guide them to correction easily. In compiling all resources together, they all support one another's ideas in relating back to one common goal which is empowering professional development. Assessing professional development is important in improvement. Evaluations and observations can lead administration to know what needs to be improved in order to help personalize the school, as mentioned by Hoffman and Levak. Using peer tutoring and technology to facilitate learning both reflect the learning teacher. In congruent to us knowing and trusting our students to connecting with and honoring all students whether it is intrinsic or extrinsic, professional development should be adequate.
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Professional Development for Teachers Essay
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Professional Development For Teachers Essay

Words: 1429    Pages: 5    Paragraphs: 5    Sentences: 75    Read Time: 05:11
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              Based on the inquiry of empowering professional development, many findings come into play. At times we feel as though professional development is worthless and a waste of time. Gusky also, addresses that at times why so many professional developments are inadequate. There are reasons why we feel that way and reasons of which we should not have if we were actually getting something out the workshops. A common goal must first be set in the mind of the participants thus leading to the building of professionalism of the school system. In this review we will look at some aids and guides to successful professional development.
              First let's take a look and evaluate the classroom by observation to see what need to be improved. One idea that came to mind was some teacher were using peer tutoring as a tool to get out of instruction, thus they were not paying sufficient attention to the students as they worked. The article titled: Using Peer Tutoring to Facilitate Access discussed the findings of this teaching strategy in all levels of learning and basics subjects. This strategy has been defined as one of best ways to reach the student. In comparison to Gusky's ideas, there is a relationship between professional development and improvement in student learning. For improved student learning peer tutoring is higher achieving students being linked with lower achieving students to promote social enhancement and academic gains. There are three different kinds of peer tutoring; cross-age, peer assisted learning strategies, and reciprocal. Each kind was broken down and explained descriptively. The one that really stood out to me was the reciprocal tutoring. This was illuminating because the students are grouped together with two or more. They have a structured format and they each have the responsible of one another. Not only does it teach them responsibility but it teaches them social skills also. These findings are important in light of my own experience because this is a practice that I utilize in my classroom but it can also be upgraded. Teaching a computer class, sometimes I have learned that the students understand better when one of their peers explain the concepts and techniques to them. That is all based on level of learning. Some catch on faster than others and they can help each other with simple questions. After evaluation of the classroom and judging by administrators whether or not teachers are abusing the use of peer tutoring, this could be one main idea of focus in professional development. If evaluated properly teachers can really apply these tactics through professional development in the classroom to enhance what has already implemented in their instruction. I did not really know how to group the students but after reading this article I do. In the future, I will put the lower achieving student with those who have high achievements. Giving the students ownership and responsibility make them feel important and a little more confident on what they are working on.
              When we speak about teachers learning, it is our job to continue to research more ways and methods of how to reach our student as well as learn more about our subject matter. You can never know too much about a specific topic. Reeves argued the many different aspects of how a teacher can learn. He began on how much influence teacher leaders have on other teachers. Modeling really stood out in this article and was mentioned as one of the best practices. How will a teacher know to model correctly if it is not taught? It was presented with four practical ways. The first way was providing examples in the school and community, which was proven to be more effective than videos that are professionally produced. The second way was to create a safe environment for teacher to practice, to give the teacher a sense of security to continue to keep striving and stay encouraged. The third way was to create a bank of success stories and allow lesser experienced teachers to take part in also. The last way was to allow mistakes because one way to learn something is by experiencing it. All of these can be linked to professional development because this is definitely something that teachers are too knowledgeable about when first coming into the profession. These all play a role in backing up his ideas mentioned in (Reframing Teacher Leadership to Improve Your School, 2008). Reeves has a great perspective on professional development in relation to Gusky. Reeves discusses the urgency of answering questions that many new teachers may face on where to go to get help. This can really impact the career of a young educator in the beginning stages of teaching. It is kind of like raising a child. A lot of times, whatever a child young mind is taught at an early will affect them for the rest of their lives, based on learning by association. It is the same way with teachers, whatever we learn in the early stages can either help benefit our careers or hurt them, and we have to be the ones to distinguish the difference between help and hurt. I definitely would not want to pick up any bad habits that may be hard to drop.
              With innovated technology that's always changing and being improved this is a topic and tool that all teachers must learn in order to be effective in the classroom and what other better way can they learn other than professional development? The authors in Learning and Leading with Technology focused on how technology is taking over the world and is very well needed in the education of our youth today. It serves as a guide and aide to teachers today. It focused on the teacher and student learning on both aspects. A study was performed in an urban public school district in north Texas. During this study, they found that most students learned more when technology was involved. This gave them an even greater opportunity to do more research. All this was done by having technology at hand. Each student had a laptop. This relates to teachers learning in ways of how students must be taught how to utilize and make the most of today's technology. These findings are important in light of my experience because I teach Computer Applications in a computer lab. The article mentioned how the teacher is the learner also going back to Reeves' thought of the "teacher as the learner" which is exactly what I have understood ever since I began teaching. These authors illustrate how teachers spent ten percent more time working in groups than direct teaching which relates to the article of Using Peer Tutoring to Facilitate Access. Students learn more when they are given the opportunity at times to work in small groups, which is something that both resources agree upon. It is like a sense of security students because most of them work better with their peers, someone on the same level as they are on. For some reason, they have a tendency to be a little intimidated by us teachers and will not ask question, but they will ask their peers with no problem. The use of technology can be applied in the classroom therefore as I teach, they can actually be experiencing and performing it as they learn. They do not have to wait until they get home to make use of the concepts and techniques that are taught. Then what they learn by practicing in class, they can extend their learning outside of school on home computers or personal laptops. It also helps the teacher out because the more experience we have with technology; just as well as the student, it helps us to know more how to instruct the student. This gives us an advantage on the student and puts us a step ahead of them. That way when they experience difficulty, I will know how to guide them to correction easily.
              In compiling all resources together, they all support one another's ideas in relating back to one common goal which is empowering professional development. Assessing professional development is important in improvement. Evaluations and observations can lead administration to know what needs to be improved in order to help personalize the school, as mentioned by Hoffman and Levak. Using peer tutoring and technology to facilitate learning both reflect the learning teacher. In congruent to us knowing and trusting our students to connecting with and honoring all students whether it is intrinsic or extrinsic, professional development should be adequate.
Teacher Essay 
Works Cited

Gusky, T. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press Inc.

Levak, D. H. (?.?.). Educational Leadership. Personalizing Schools . Alexandria, VA: Association for Supervision and Curriculum Development.

Reeves, D. (June 2010 r.). How Teacher Learn. The Learning Leader/ Model Teachers , 66, ???. 85-87.

Reeves, D. (2008). Reframing Teacher Leadership to Improve Your School. Alexandria, VA: ASCD.

Rhonda Christensen, S. F. (December-January 2005-06 r.). Learning and Leading with Technology. Teaching in the One-to-One Classroom , 33 , 12-16. ISTE.

Using Peer Tutoring To Facilitate Access. (22 September 2004 r.). ???????? 30 May 2010 r., ?? The Access Center: http://www.k8accesscenter.org
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