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 when I became a Head of Mathematics. Certainly one of my most necessary duties was the professional development of my staff. Nevertheless, that also meant that I had to embark on constant professional development before I may fulfill my responsibility to develop my staff.

Often, the professional development I attended was mandated by the educational writerity and I had to pass it down the line. I had to develop a strategy to get the most out of these opportunities so that I may give good feedback to my staff.

Here is how I went about it. Obviously, I would want to take notes within the workshop but they wanted to be focused on how I wanted to pass the information on. Subsequently, I might divide my note pad down the middle. The left side was headed “New Information” and the appropriate side “What Action Shall I Take”. On the left hand side, I would note the new thought/instruction in blue. On the precise hand side, I would write in red what motion I needed to take. The subsequent day I’d develop an motion plan. That would come with what I wanted to do to get the concepts throughout to my staff. One essential a part of this action plan was to write a report that went to all. Usually, it led to my giving the workers a short workshop.

This finally led me to current professional development workshops to lecturers from other schools. In these workshops, I challenged my audience to go away the workshop with an action plan. In reality, in the workshop booklet, I included a mannequin motion plan Proforma for example of how I went about making essentially the most, personally, out of professional development.

One thing I always did was to resolve on an concept that I would implement in my courses the following day. I knew that I needed to ‘strike while the iron is sizzling’ or the professional development would just turn out to be a ‘nice’ day away from my classes.

Below is an example of the action plan I put in my workshop booklets. The action plan was within the type of a collection of questions academics would ask themselves.

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