Professional Development Models
Grand Canyon Universtiy EDU 585 Designing Effective Professional Development Dr. Angela Stephens June 7th, 2023 Charisma Council
start
Professional Development Models
Workshop Model & Coaching model
Components Of Effective PD
Professional Development Summary
Action Research Model & Reflecting on Practice Model
References
Online Model Professional Development
Professional Development Summary
Defining Professional Development
Professional development can be defined as the process of continuous learning, growth and improvement of an individual through acquiring and honing skills, knowledge, and experience related to one's profession or career goals. (Beavers, 2011)
Professional Development Elements
Characteristics of Professional Development * Professional development is typically characterized by four feature they are defined as continuous, individualized, collaborative, and reflective.
* Continuous professional development refers to the ongoing process of learning and growth that occurs throughout an individual's career.
Individualized professional development recognizes that each person's learning needs, goals, and interests are unique.
* Collaborative professional development involves working with colleagues to identify shared goals and develop strategies for achieving them.
* Reflective practice is a critical aspect of professional development, as it involves regularly reflecting on one's experiences and using those reflections to inform future learning and growth.(Beavers, 2011)
Models of Professional Development
The Workshop Model This professional development typically involves face-to-face group sessions where educators come together to attend a one-time training or seminar. It is characterized by its didactic delivery approach, where a content expert provides information to participants. (Harland & Kinder, 1997)
EFFECTIVNESS ADVANTAGES DISADVANTAGES EXAMPLES
Models of Professional Development
The Coaching Model The Coaching Model of professional development is characterized by a one-on-one relationship between the coach and the teacher, focusing on the specific needs of the teacher. This model aims to support the teacher in identifying their strengths, weakness and development needs. (Harland & Kinder, 1997)
EFFECTIVNESS ADVANTAGES DISADVANTAGES EXAMPLES
Models of Professional Development
The Action Research Model Action Research model of Professional Development is characterized by its focus on practical problems, involvement of the participants in the research process, and a cyclical approach to problem-solving. (Harland & Kinder, 1997)
EFFECTIVNESS ADVANTAGES DISADVANTAGES EXAMPLES
Models of Professional Development
The Reflecting on Practice Model This professional development for adults is characterized by the following key aspects: * Supportive Learning Community: The Reflecting on Practice Model provides participants with a supportive learning community that encourages reflective thinking and collaborative problem-solving. * Critical Self-Reflection: Reflecting on Practice focuses on critical self-reflection as a tool for educators to evaluate, revise and extend their personal and professional values. (Pill, 2005)
EFFECTIVNESS ADVANTAGES DISADVANTAGES EXAMPLES
Models of Professional Development
The Online Model of Professional Development This type of professional development that can take place entirely online, utilizing a range of digital tools and resources to disseminate professional knowledge and skills to facilitate interaction among participants. (Pill, 2005)
EFFECTIVNESS ADVANTAGES DISADVANTAGES EXAMPLES
References
Pill, A. (2005). Models of professional development in the education and practice of new teachers in higher education. Teaching in Higher Education, 10(2), 175–188. https://doi.org/10.1080/1356251042000337936
Beavers, A. S. (2011). Teachers As Learners: Implications Of Adult Education For Professional Development. Journal of College Teaching & Learning, 6(7), Vol 6, article 7. https://doi.org/10.19030/tlc.v6i7.1122
Harland, J. J., & Kinder, K. (1997). Teachers’ continuing professional development: framing a model of outcomes. Journal of In-service Education, 23(1), 71–84. https://doi.org/10.1080/13674589700200005
EDU 585 Models Of Professional Development
Charisma Council
Created on June 7, 2023
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Transcript
Professional Development Models
Grand Canyon Universtiy EDU 585 Designing Effective Professional Development Dr. Angela Stephens June 7th, 2023 Charisma Council
start
Professional Development Models
Workshop Model & Coaching model
Components Of Effective PD
Professional Development Summary
Action Research Model & Reflecting on Practice Model
References
Online Model Professional Development
Professional Development Summary
Defining Professional Development Professional development can be defined as the process of continuous learning, growth and improvement of an individual through acquiring and honing skills, knowledge, and experience related to one's profession or career goals. (Beavers, 2011)
Professional Development Elements
Characteristics of Professional Development * Professional development is typically characterized by four feature they are defined as continuous, individualized, collaborative, and reflective. * Continuous professional development refers to the ongoing process of learning and growth that occurs throughout an individual's career. Individualized professional development recognizes that each person's learning needs, goals, and interests are unique. * Collaborative professional development involves working with colleagues to identify shared goals and develop strategies for achieving them. * Reflective practice is a critical aspect of professional development, as it involves regularly reflecting on one's experiences and using those reflections to inform future learning and growth.(Beavers, 2011)
Models of Professional Development
The Workshop Model This professional development typically involves face-to-face group sessions where educators come together to attend a one-time training or seminar. It is characterized by its didactic delivery approach, where a content expert provides information to participants. (Harland & Kinder, 1997)
EFFECTIVNESS ADVANTAGES DISADVANTAGES EXAMPLES
Models of Professional Development
The Coaching Model The Coaching Model of professional development is characterized by a one-on-one relationship between the coach and the teacher, focusing on the specific needs of the teacher. This model aims to support the teacher in identifying their strengths, weakness and development needs. (Harland & Kinder, 1997)
EFFECTIVNESS ADVANTAGES DISADVANTAGES EXAMPLES
Models of Professional Development
The Action Research Model Action Research model of Professional Development is characterized by its focus on practical problems, involvement of the participants in the research process, and a cyclical approach to problem-solving. (Harland & Kinder, 1997)
EFFECTIVNESS ADVANTAGES DISADVANTAGES EXAMPLES
Models of Professional Development
The Reflecting on Practice Model This professional development for adults is characterized by the following key aspects: * Supportive Learning Community: The Reflecting on Practice Model provides participants with a supportive learning community that encourages reflective thinking and collaborative problem-solving. * Critical Self-Reflection: Reflecting on Practice focuses on critical self-reflection as a tool for educators to evaluate, revise and extend their personal and professional values. (Pill, 2005)
EFFECTIVNESS ADVANTAGES DISADVANTAGES EXAMPLES
Models of Professional Development
The Online Model of Professional Development This type of professional development that can take place entirely online, utilizing a range of digital tools and resources to disseminate professional knowledge and skills to facilitate interaction among participants. (Pill, 2005)
EFFECTIVNESS ADVANTAGES DISADVANTAGES EXAMPLES
References
Pill, A. (2005). Models of professional development in the education and practice of new teachers in higher education. Teaching in Higher Education, 10(2), 175–188. https://doi.org/10.1080/1356251042000337936 Beavers, A. S. (2011). Teachers As Learners: Implications Of Adult Education For Professional Development. Journal of College Teaching & Learning, 6(7), Vol 6, article 7. https://doi.org/10.19030/tlc.v6i7.1122 Harland, J. J., & Kinder, K. (1997). Teachers’ continuing professional development: framing a model of outcomes. Journal of In-service Education, 23(1), 71–84. https://doi.org/10.1080/13674589700200005