Support Teachers' (Trainers') Professional Development, Part 4

Essay Instructions:

Assignment 4: Support Teachers' (Trainers') Professional Development, Part 4 Due Week 9 and worth 200 points Refer to the Scenario for Assignments 1-5. Write a four to five (4-5) page paper in which you: 1.Make revisions to Assignment 3 based on feedback from your professor. 2.Determine at least three (3) benefits of and one (1) limitation of peer coaching or mentoring. 3.Propose at least three (3) artifacts and the rationale for their inclusion in a portfolio. 4.Analyze three (3) key issues and challenges of confronting marginal teaching, proposing at least one (1) way to address marginal teaching. 5.Propose at least three (3) reasons for continued professional development and at least two (2) ways a nonsupervisory can foster professional development at his / her school. 6.Develop an annotated list of at least five supervision and leadership skills to be addressed in the workshop. 7.Propose one (1) instructional activity, along with a rationale for the activity that requires the attendees to participate as a group and produce a teacher resource for peer coaching. 8.Propose one (1) instructional activity, along with a rationale for the activity that requires the attendees to participate as a group and produce a teacher resource for evaluating portfolios. 9.Propose one (1) instructional activity, along with a rationale for the activity that requires the attendees to participate as a group and produce a teacher resource for evaluating and guiding marginal teachers. 10.Provide at least three (3) relevant and credible references (published within the past five (5) years), documented according to APA, to support your views. Your assignment must follow these formatting requirements: -Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA. Check with your professor for any additional instructions. -Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page, revision of the precious assignment, and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: -Analyze issues that instructional supervisors / leaders encounter when developing successful learning environments. -Develop a philosophy of instructional supervision to include various roles, such as agent of change within the school or district, champion of academic excellence and integrity, advocate for student success, coach and / or mentor for teacher performance improvement, and mentor for career and professional development of teachers within the context of adult learning needs and priorities. -Recommend methods and a rationale for applying various models, steps, and tools available to supervisors and / or teachers in leadership roles to use in observation, mentoring, peer coaching, evaluation, and / or intervention processes to improve teaching and learning. -Analyze the issues involved with diversity and community building related to schools and instructional supervision and leadership. -Design a professional development workshop for instructional supervisors / leaders. -Use technology and information resources to research issues in instructional supervision and leadership. -Write clearly and concisely about instructional supervision and leadership using proper writing mechanics. Click here to view the grading rubric for this assignment. **SCENARIO** Scenario for Assignments 1-5 Imagine that the superintendent of the large school district where you teach has asked each principal to appoint one (1) instructional leader per school to be responsible for instructional leadership, mentoring, and guiding the department heads. Your principal appointed you because you have twenty (20) years of teaching experience in three (3) school districts, and have a great rapport with teachers, students, and parents. In addition, you have recently completed your master's of education with a focus on instructional leadership (or a related academic discipline) and your principal (or manager) likes the new ideas you have proposed at staff meetings. As the appointed instructional leader, you will be given one less class to teach, so you will have a free period to be involved with mentoring and supporting the principal in his / her goal of teacher excellence and continued professional development. One of your first tasks is to design a four (4) hour instructional supervision / leadership workshop for the educational organization's nine (9) department heads and nine (9) assistants, which will take place one (1) week before teachers start the new year. Although you, the department heads, and their assistants do not have personnel management responsibilities, you are all responsible for providing instructional supervision and leadership for new and experienced teachers. The principal requested that you submit the workshop proposal in stages so he or she can review and provide feedback on each part of the workshop. (Your professor for this course will play the role of the principal. You will be expected to take the feedback from your professor and incorporate it into revisions.) There will be five (5) assignments. Assignments Week Assignment 1: Workshop Proposal, Part 1 3 Assignment 2: Objectives, Motivation, and Challenges, Part 2 (Revise Part 1 based on feedback from the professor.) 5 Assignment 3: Instructional Leadership Skills, Part 3 (Revise Part 2 based on feedback from the professor.) 7 Assignment 4: Support Teachers' (Trainers') Professional Development, Part 4 (Revise Part 3 based on feedback from the professor.) 9 Assignment 5: Presentation of Workshop Design, Part 5 10

Essay Sample Content Preview:

Support Trainers’ Professional Development Name: Instructor: Course: Date: Professional development is important to both teachers and mentors. It is the knowledge as well as the skills acquired in favor of career and personal development. It entails all the kinds of learning opportunities varying from university degrees, conferences, coursework and the informal learning found within the learning brackets. In nature, it is collaborative as well as intensive evaluation stage. There are various approaches to the development of professionals including coaching, mentoring, technical assistance and reflective supervision. However, in this case focus is on the trainer/mentor professional development (Campbell, Gilroy, & McNamara, 2004). The support of the trainer/mentor development is in reference to scenario where a teacher is appointed to head other department heads in the instructional leadership, mentorship and guidance. Herein, are the issues such as challenges of the mentors, benefits and limitations of peer coaching, supervision and leadership skills, instructional activities and evaluation portfolios. As teachers and mentors, it is important to carry out workshops in efforts to develop the profession. In this case various mentors/ coaches come together to learn and edify each other. This approach is the peer mentorship. Peer mentoring or the peer coaching refers to as a confidential process where two or more teachers work hand in hand in reflection to the present practices. These practices may include refine expand, sharing ideas, teaching each other, and conducting research together. There are numerous benefits of the peer mentoring. One of the benefits is the effective communication strategies. There is the use of active listening, non-evaluative feedback, open ended questions and paraphrasing as communication techniques. The non-verbal communication is also under monitoring. The peer coaching makes the participants understand that other parties have special knowledge as well as experience. Therefore it becomes important to tap this potential in order to improve and develop further the performance of individuals and that of groups. The other benefit is the essence of co-operation. It calls for the participants to cooperate with each other in order to attain maximum advantage from the group. Gain of support is another benefit of the peer coaching (Campbell, Gilroy, & McNamara, 2004). The people in the peer coaching have something in common and are in need of one another or some other components necessary in their career. Therefore, through interaction they get the necessary support to develop them further. However, there are limitations related to peer coaching. One of the major limitations of the peer coaching is the establishment of the internal coach or mentor’s credibility. Portfolios are of great significance in the development of the teacher/ trainer professional development. Portfolio is the collection of one’s work selected particularly to tell a particular story or in efforts to impress the employer. In the portfolio it is important to include artifacts. This is because just like an artist the artifacts in a teacher’s portfolio demonstrate the teacher’s knowledge, values, and skills. However, these materials can change from one individual to another (Campbell, Gilroy, & McNamara, 2004). They supplement employment interviews, they serve as a means of one’s professional reflection and they are basis for assessing the teacher’s promotion. Examples of the artifacts that may appear in a portfolio are such as case studies, photos, professional development plans and the teacher’s feedback questionnaires. In most cases, the majority of teachers are not performing up to their expected standards...

Updated on January 26, 2024

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