Needs Assessment Results
Professional Development Needed Tally Total
Content Knowledge and Skills 8, 10, 5, 10, 10, 8.6
Classroom Management 4, 1, 1, 10, 5 4.2
Relations with Parents 3, 8, 5, 10, 5 6.2
Student Motivation 3, 8, 3, 10, 9 6.6
Student Engagement 5, 10, 3, 10, 4 6.4
Needs of Diverse Learners 3, 10, 5, 5, 6 5.8
Student Assessments 7, 8, 5, 10, 6 7.2
Organizational Skills 6, 9, 10, 5, 10 8
Communication with Colleagues 10, 10, 10, 5, 7 8.4
Other: None
I surveyed 5 new teachers on my campus on what professional development that they feel that they would benefit from the most as a new teacher. The teachers being surveyed were a small sample size, because of the parent/teacher conferences being held this week on my campus, …show more content…
I would begin the professional development with different techniques that are used by veteran teachers in their classroom; for instance, proximity, seating charts, redirection, and classroom engagement techniques. These are all techniques that new teachers learn about in their education classes, but don’t use a lot when they are going through their classes and student teaching. I will present them once a month with a situation that arises in class and have veteran teachers discuss what they would do in that situation for the teachers and give the new teachers some helpful hints to add to those techniques that work for them. Then we will just use one technique to try that month in class and we will practice it over and over, and then let the new teachers apply those techniques in class. Then, when the next professional development occurs, I will give a question and answer worksheet that the teachers will answer on what happened in class, did they try the new classroom management technique, the situation that they used it in, and what results they got from its’ use. This will allow me to check their progress and give feedback to the new teachers and possibly add some extra practice into the design of the professional development to go back to this topic and continue …show more content…
Having the knowledge and experience to try new ways to teach all of their students is difficult for new teachers because they haven’t had experience in differentiating instruction for their diverse students. To start the professional development sessions to assist the new teachers, I would ask them to bring with them all of their class rosters and other information about their students they have about their classes to get a better understanding of their students. According to McCombs, “Learner-centered teachers understand that they must find ways to know their individual students and provide a safe and nurturing context before the job of teaching can begin.” (2003, p. 96) Once we have established what types of students are present in each of their classes, then we can discuss what type of techniques can work for them in those classes and have them try those different techniques in their class for a lesson or maybe even a short unit. I would also have a veteran teacher come into their room during a prep period to observe what they saw and give suggestions to try for the next class. The new and veteran teachers will also meet together in smaller settings during professional development and discuss what they did and how it worked, to get that support all new teachers need. Then, every month, we will go over what they did, have the
Professional Development Needed Tally Total
Content Knowledge and Skills 8, 10, 5, 10, 10, 8.6
Classroom Management 4, 1, 1, 10, 5 4.2
Relations with Parents 3, 8, 5, 10, 5 6.2
Student Motivation 3, 8, 3, 10, 9 6.6
Student Engagement 5, 10, 3, 10, 4 6.4
Needs of Diverse Learners 3, 10, 5, 5, 6 5.8
Student Assessments 7, 8, 5, 10, 6 7.2
Organizational Skills 6, 9, 10, 5, 10 8
Communication with Colleagues 10, 10, 10, 5, 7 8.4
Other: None
I surveyed 5 new teachers on my campus on what professional development that they feel that they would benefit from the most as a new teacher. The teachers being surveyed were a small sample size, because of the parent/teacher conferences being held this week on my campus, …show more content…
I would begin the professional development with different techniques that are used by veteran teachers in their classroom; for instance, proximity, seating charts, redirection, and classroom engagement techniques. These are all techniques that new teachers learn about in their education classes, but don’t use a lot when they are going through their classes and student teaching. I will present them once a month with a situation that arises in class and have veteran teachers discuss what they would do in that situation for the teachers and give the new teachers some helpful hints to add to those techniques that work for them. Then we will just use one technique to try that month in class and we will practice it over and over, and then let the new teachers apply those techniques in class. Then, when the next professional development occurs, I will give a question and answer worksheet that the teachers will answer on what happened in class, did they try the new classroom management technique, the situation that they used it in, and what results they got from its’ use. This will allow me to check their progress and give feedback to the new teachers and possibly add some extra practice into the design of the professional development to go back to this topic and continue …show more content…
Having the knowledge and experience to try new ways to teach all of their students is difficult for new teachers because they haven’t had experience in differentiating instruction for their diverse students. To start the professional development sessions to assist the new teachers, I would ask them to bring with them all of their class rosters and other information about their students they have about their classes to get a better understanding of their students. According to McCombs, “Learner-centered teachers understand that they must find ways to know their individual students and provide a safe and nurturing context before the job of teaching can begin.” (2003, p. 96) Once we have established what types of students are present in each of their classes, then we can discuss what type of techniques can work for them in those classes and have them try those different techniques in their class for a lesson or maybe even a short unit. I would also have a veteran teacher come into their room during a prep period to observe what they saw and give suggestions to try for the next class. The new and veteran teachers will also meet together in smaller settings during professional development and discuss what they did and how it worked, to get that support all new teachers need. Then, every month, we will go over what they did, have the