Through the intricate parts of a job-embedded professional development training within the components the professional development capacity, educators are given the tools to enrich and promote student achievement, while receiving enriched knowledge and leadership abilities to improve their own personal aspirations.
Professional Development Capacity and its Goals
Preceding an explanation of professional development capacity lets pause to look at what professional development and capacity items disclose. Professional development supports student achievement through the skills and knowledge teachers must possess to fulfill their student’s needs (Building professional, n.d.). Comparatively, Newmann, King, and Youngs (2000) refer to capacity as …show more content…
Sustaining change (n.d.) states that supported implementation can affect student growth. Furthermore, a professional development process becomes a job-embedded professional development if the learning activity is closely related to the teaching strategies that can be utilized in the classroom with the current students (Croft, Coggshall, Dolan, Powers, Killion, 2010). Formats that are utilized for job-embedded professional development include action research, case discussions, coaching, mentoring, implementing learning plans, portfolios, professional learning communities, and study groups (Croft, Coggshall, Dolan, Powers, Killion, …show more content…
Thus, through a teacher leader model, the alternative school can schedule on-site workshops, follow-up coaching, modeling, and feedback to address their need for effective instructional strategies. Whether the instructional strategies are utilized in science, history, english, or math, the strategies will be similar and geared towards student involvement and engaged participation. Melber and Cox-Petersen (2005) research describes a comparison of three scenarios (a) a field-based site, (b) a field-based site and museum, and (c) a museum. Explicitly, the outcome of Melber and Cox-Petersen (2005) research was significant by the demonstration and evidence of the strategies utilized which included relevancy in-class simulations, the emphasis on content and pedagogy, along with class application were substantially effective instructional strategies. Moreover, Croft, Coggshall, Dolan, Powers, and Killion (2020) affirm that effective professional development practices can be done formally or informally, to include social interactions among the teachers in the context of the school and the classrooms in which they teach. With this in mind, informal and formal embedded professional development will be utilized to gain effective in-class relevancy through the use of
Professional Development Capacity and its Goals
Preceding an explanation of professional development capacity lets pause to look at what professional development and capacity items disclose. Professional development supports student achievement through the skills and knowledge teachers must possess to fulfill their student’s needs (Building professional, n.d.). Comparatively, Newmann, King, and Youngs (2000) refer to capacity as …show more content…
Sustaining change (n.d.) states that supported implementation can affect student growth. Furthermore, a professional development process becomes a job-embedded professional development if the learning activity is closely related to the teaching strategies that can be utilized in the classroom with the current students (Croft, Coggshall, Dolan, Powers, Killion, 2010). Formats that are utilized for job-embedded professional development include action research, case discussions, coaching, mentoring, implementing learning plans, portfolios, professional learning communities, and study groups (Croft, Coggshall, Dolan, Powers, Killion, …show more content…
Thus, through a teacher leader model, the alternative school can schedule on-site workshops, follow-up coaching, modeling, and feedback to address their need for effective instructional strategies. Whether the instructional strategies are utilized in science, history, english, or math, the strategies will be similar and geared towards student involvement and engaged participation. Melber and Cox-Petersen (2005) research describes a comparison of three scenarios (a) a field-based site, (b) a field-based site and museum, and (c) a museum. Explicitly, the outcome of Melber and Cox-Petersen (2005) research was significant by the demonstration and evidence of the strategies utilized which included relevancy in-class simulations, the emphasis on content and pedagogy, along with class application were substantially effective instructional strategies. Moreover, Croft, Coggshall, Dolan, Powers, and Killion (2020) affirm that effective professional development practices can be done formally or informally, to include social interactions among the teachers in the context of the school and the classrooms in which they teach. With this in mind, informal and formal embedded professional development will be utilized to gain effective in-class relevancy through the use of