Professional Development Emily M Castleberry UNC-TV

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Professional DevelopmentEmily M
CastleberryUNC-TV

• Teachers and Administrators Views

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What is Professional Development?

• A career-long process in which educators
  fine-tune their teaching to meet student needs
• Essential to maintain the requisite knowledge,
  skills, and attitudes to be a successful teacher
• Opportunities offered to educators to develop
  knowledge, skills, approaches, and dispositions
  to improve job effectiveness.
• (Diaz-Maggioli, 2004)

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Agree or Disagree

• Effective professional development is cyclical,
  ongoing, and includes the three phases vision
  building, implementation, and sustainability
• (Steinkuehler, Derry, Woods and Hmelo-Silver,
  2001).

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Agree or Disagree

• Whether professional development activities are
  positive or negative on the professional
  development of the teachers involved depends
  greatly on the culture of the school setting.
  (Peterson, 2002)

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Agree or Disagree

• Principals and other school leaders shape school
  culture.
• First, they read the culture
• Second, they assess the culture
• Finally, they actively shape the culture by
  reinforcing positive aspects and working to
  transform negative aspects of the culture
  (Peterson Deal, 2002).

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Agree or Disagree

• Professional development research stresses that
  professional development is most effective when
  integrated into a teachers daily classroom
  practice, and incorporates immediate and ongoing
  follow-up designed to close identified gaps in a
  teachers capabilities (Johnson, Potter,
  Pughsley, Wallace, Kellor Odden, 1999 Fishman,
  Best, Marx Tal, 2001).

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Agree or Disagree

• Professional development opportunities need to be
  focused, coherent, sustained, and need to create
  an ethic of collaboration (Lieberman and Miller,
  1999), resulting in the development of
  professional communities of teachers (McLaughlin
  and Talbert, 1993 Schlager Fusco, 2003).

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Agree or Disagree

• High-quality professional development programs
  are designed to focus on learning, not only at a
  training site, but also on-the-job.
  Opportunities for teachers to reflect on their
  instructional practice and engage in meaningful
  practice of new strategies are an integral part
  of a quality program (Haslam Seremet, 2001).

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Agree or Disagree

• A shift to a performance-based approach to
  supervision and evaluation demands the commitment
  and energy of both teachers and supervisors
  (Aseltine, Faryniarz Rigazio DiGilio, 2006).
  There is no doubt that the current educational
  climate is driven by an overriding concern with
  student achievement and what promotes it (Smith
  Gillespie, 2007).

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Agree or Disagree

• The sheer magnitude of human knowledge, world
  globalization, and the accelerating rate of
  change due to technology necessitates a shift in
  our childrens educationfrom plateaus of knowing
  to continuous cycles of learning..
• We must recognize the need for multiple
  assessments to measure these skills within the
  context of academic standards, evaluating their
  application to todays technological, global
  society.
• Professional development must prepare teachers to
  prepare their students for the 21st Century.

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NC 12 Standards Based Upon

• Context--address the organization, system and
  culture
• Content--examines what students must know and be
  able to do
• Process--describe the learning processes used in
  the acquisition of new knowledge and skills and
  address the use of data, evaluation and research

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NC 12 Standards Handout

• Please take out your copy describing NCs 12
  Standards of Professional Development

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See Questionnaire Handout

• Join Group of either Teachers or Administrators
  to answer questions. Write down and discuss
  answers. We will then discuss as whole group.

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Questions or Thoughts?

• Emily M. Castleberry
• Director of TeacherLine
• UNC-TV
• 10 TW Alexander Drive
• Research Triangle Park, NC 27709
• learning_at_unctv.org