Part 2: Professional Development Reflection The professional development plan that I have made meets the learner-centered principles because it addresses the needs of new teachers based on the survey taken. The new teachers on my campus expressed that they need more help with classroom management skills to keep their classroom flowing smoothly and increase student achievement. My plan allows them to practice existing classroom management techniques, and develop news management ideas with their peers and veteran teachers, plus allow them to practice those new skills in a controlled environment. The plan also allows for dialogue with each other and with experienced teachers on campus to provide support and collaboration; teachers will
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When the new teachers come to the new teacher induction program, we will give them a binder they will use throughout the year; these binders contain a notes section, homework to do during the month, a journal to reflect in, and examples of activities that we will hand to them during each session to try in class. The homework session will be assignments that the teacher will do in the classroom and be more of a reflection work for them to work on improving their skills. It can range from watching videos, reading articles and answering questions, to researching different areas on campus that can and should be utilized as a new teacher. The cooperative learning will be a reoccurring theme throughout the sessions because we will use each other to help improve the classroom management issues and will give the new teachers a chance to get comfortable to go to effective teachers for any problems they run into. This will also allow the staff a chance to become a closer unit that wants every student on campus to achieve …show more content…
That was done in a multiple of ways, but none more prevalent than in the role-play activity that the teachers will do to work and strengthen their skills of classroom management and meeting the needs of diverse learners. The activity uses group collaboration, critical-thinking skills, and allows the new teacher’s a chance to practice and model before attempting to apply these skills in their own classroom without the supervision of the teacher/instructor. This session gives the teachers to reflect and recall information that they learned or used from previous sessions; it uses past information to build new information on it and follows a sequence that always builds off of previous material. “Many veteran mentors emphasized that two specific skills they used regularly as mentors – reflection and collaboration – were integral to their deepened understanding of teaching and learning.” (Hanson et al., 2008, p.
When the new teachers come to the new teacher induction program, we will give them a binder they will use throughout the year; these binders contain a notes section, homework to do during the month, a journal to reflect in, and examples of activities that we will hand to them during each session to try in class. The homework session will be assignments that the teacher will do in the classroom and be more of a reflection work for them to work on improving their skills. It can range from watching videos, reading articles and answering questions, to researching different areas on campus that can and should be utilized as a new teacher. The cooperative learning will be a reoccurring theme throughout the sessions because we will use each other to help improve the classroom management issues and will give the new teachers a chance to get comfortable to go to effective teachers for any problems they run into. This will also allow the staff a chance to become a closer unit that wants every student on campus to achieve …show more content…
That was done in a multiple of ways, but none more prevalent than in the role-play activity that the teachers will do to work and strengthen their skills of classroom management and meeting the needs of diverse learners. The activity uses group collaboration, critical-thinking skills, and allows the new teacher’s a chance to practice and model before attempting to apply these skills in their own classroom without the supervision of the teacher/instructor. This session gives the teachers to reflect and recall information that they learned or used from previous sessions; it uses past information to build new information on it and follows a sequence that always builds off of previous material. “Many veteran mentors emphasized that two specific skills they used regularly as mentors – reflection and collaboration – were integral to their deepened understanding of teaching and learning.” (Hanson et al., 2008, p.