Getting The Most Out Of Professional Development

Getting The Most Out Of Professional Development

Education is in constant flux. Gone are the times when a teacher learnt all that's wanted to know at teachers' college. Teachers should be always upgrading their qualifications or enhancing their teaching skills by attending regular professional development. This was made plain to me once I became a Head of Mathematics. One among my most important duties was the professional development of my staff. Nevertheless, that additionally meant that I had to embark on fixed professional development before I could fulfill my responsibility to develop my staff.

Often, the professional development I attended was mandated by the tutorial authority and I had to pass it down the line. I had to develop a strategy to get the most out of these opportunities in order that I may 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 wanted to be targeted on how I needed to pass the information on. Subsequently, I'd divide my note pad down the middle. The left side was headed "New Data" and the best side "What Action Shall I Take". On the left hand side, I might note the new thought/instruction in blue. On the correct hand side, I would write in red what motion I wanted to take. The following day I would develop an action plan. That would include what I needed to do to get the ideas throughout to my staff. One essential part of this motion plan was to write a report that went to all. Usually, it led to my giving the staff a short workshop.

This ultimately led me to current professional development workshops to academics from different schools. In these workshops, I challenged my viewers to depart the workshop with an motion plan. In reality, in the workshop booklet, I included a model action 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 idea that I might implement in my lessons the following day. I knew that I needed to 'strike while the iron is hot' or the professional development would just turn into a 'good' day away from my classes.

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

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