Satira Holiday EAD-586 Models of Professional Development 8 May 2019 Models of Professional Development Matrix Characteristics Advantages Disadvantages Individual Inquiry Individuals are allowed to explore professional develop opportunities that they may have identified as meaningful and beneficial to their own personal growth and interests. They are supported by their schools or districts by being offered time and sometimes funding to participate in these opportunities. When supported and executed properly, this model can lead to the individual feeling a personal sense of pride and expertness in their field. It also helps to build a positive culture in the school and district. One of the challenges comes in the implementation process. The individual will need support in redeveloping the content to incorporate the new knowledge or skills. Personal/ Professional Services by Peers/supervisors Instructional improvement is disseminated over teachers or supervisors to staff in the form of a mentoring or coaching relationship. This model of professional development includes observations and pre and post conferences. This model allows for individual professional development based on identified areas of growth. This model also helps build relationships amongst staff allowing staff to feel supported. Large caseloads at times can be a disadvantage of this model. Being a classroom teacher and having to also find to observe and grow a novice colleague can prove to be overwhelming. The same goes for any administrative staff that also has the responsibility of coaching several teachers on staff. Name of Model This model may also manifest in the form of a teacher or administration led professional development presentations to the © 2015. Grand Canyon University. All Rights Reserved. Satira Holiday EAD-586 Models of Professional Development 8 May 2019 staff. Sets of Workshops on Staff PD days Open-Ended Local Learning Community Activity Several times a year, teachers and principal participate in a paid professional development day. Menus of mini workshops are available for participants to attend throughout that day This model has built in time for all staff to participate without having to work more hours. In this model, groups of teachers and even admin, come together to form committees to address and assess situations and propose/make decisions about needed improvements. This model allows teachers to be a part of improving the school developing buy in and ownership. Many teachers may not find the workshops meaningful to what they need. Teachers get multiple workshops in one day A lot of times many of the initiatives birthed through this model is not implemented or lack the resources to be Having multiple openimplemented ended learning affectively. This is communities running also voluntary in at once allows the many places which work to be dividing many teachers may amongst the staff as opt out of opposed to being the participating. bulk of it being placed on a small few. Reflection. When looking over each of the models, there are two that I prefer to participate in when given the option. The first model that is of preference to me is the Personal and Professional Services by Peers and or Supervisors. I believe having a more experienced teacher or administrator serve as a coach and mentor to a current or more novice teacher has many benefits. For new teachers, having a resource in the form of a person that has been in your shoes before helps build and foster a sense of comfort, guidance and community. It allows new teachers to feel like they are a welcomed member of the team and will be supported as they grow in their role. The model can also manifest in the form of teachers leading presentations to groups of © 2015. Grand Canyon University. All Rights Reserved. Satira Holiday EAD-586 Models of Professional Development 8 May 2019 teachers. This is beneficial because many times as teachers we hear to the amazing things happening in other classrooms but often lack the time to get to witness or discuss the those that may be useful to their scholars as well. Having time to share best practices and collaborate also helps builds a sense of community in the school. The second model that stuck out to me was the Open-Ended Local Learning Community model. I was drawn to this model because it gives teachers a sense of ownership in the daily happenings of the school. Whether it be organized recess, standard based grading, or family style dining allowing teacher and admin to work together to address an identified need helps to make the teachers feel valued and apart of decision making in the school as well as takes a load off of the administrative team. Hammond, L., & Moore, W. M. (2018). Teachers Taking Up Explicit Instruction: The Impact of a Professional Development and Directive Instructional Coaching Model. Australian Journal of Teacher Education, 43(7), 110–133. Retrieved from https://search-ebscohostcom.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1188027&site=edslive&scope=site Joyce, B. & Calhoun, E. (2010). Models of Professional Development. A Celebration of Educators. Thousand Oaks, Ca. Corwin Press. Retrieved from https://viewer.gcu.edu/6DAKFX © 2015. Grand Canyon University. All Rights Reserved.
