Professional Development Graphic Organizer
Observation & Assessment Model
Individually Guided Development Model
Training Model
Development and Improvement Model
Inquiry Model
Please click on the plus signs to reveal the information.
Development and Improvement Model
Teachers are usually part of a school or district committee to look at curricula or improvement measures. Teachers are given a voice by being part of the committee or working alone in both stages of professional development rather than having improvement and growth goals imposed on them (Francis, 2021). The committee works collaboratively to solve a specific issue, evaluate curricula, review new research, and school improvement projects (Sulzberger, 2003). The development and improvement model is effective in some areas but not so much in others. This model supports a group working as a team to solve problems, and increase knowledge content (Sulzberger, 2003). It is less effective in classroom management skills, and specific teaching strategies (Sulzberger, 2003). Looking through the lens of adult learning this model is effective. The adults get to work together to share experiences, do research, and solve a relevant problem or look into curricula to use in the classrooms. The teachers know the why, and help choose the improvement objectives. This is very relevant to their work as teachers Some examples of the development and improvement model are completing a self-assessment, recording oneself teach and reviewing it, and engaging in a school or district committee (Francis, 2021).
An advantage is that since teachers are choosing the improvement goals or curricula to review they are more likely to be engaged in the professional development (Francis, 2021). The teachers set objectives that are geared towards them or their specific school. Working with others helps everyone gain knowledge. A disadvantage is making sure the committees have correct research and information to make decisions, and making sure the members are knowledgeable and can work in a team (Sulzberger, 2003). Also, only the participants are getting the benefit of the committee, and getting to make possible decisions.
Inquiry model
Teachers investigate how a change in a specific practice affects teaching and learning using a systematic methodology (Sulzberger, 2003). This model is driven by data and a scientific approach to professional development. Teachers follow steps in this professional development. - Identify a problem usually based on some student data or observation - Do research on the problem and investigate some best practices or strategies to tackle the issue - Implement the strategy or practicum - Evaluate the solution for effectiveness generally using student data or observation The inquiry model for professional development is extremely effective as an overall form of professional development. This model supports understanding how students learn, improving students’ achievement, classroom management skills, and implementing specific teaching skills (Sulzberger, 2003). This model is also effective with developing adult learners. The adult is choosing a problem they see in their classroom, so it is relevant and self-directed. The teacher knows why they need to try something new based on student data, and are intrinsically motivated to solve the problem in their classroom by looking at data and trying out new strategies. An example of the Inquiry model is an action research cycle. This cycle looks at student data and has the teacher test out strategies to see what works with their students.
The advantage of this model is the teacher is directly trying and researching strategies to solve a problem in their classroom. This leads to results in the classroom with what works and doesn't. The whole point is to look at student learning and behavior and figure out how to improve it in real life. A disadvantage is the teacher needs to be motivated and carry out the research and implementation, and understand how to collect and analyze data for the model to be successful (Sulzberger, 2003). If the teacher is unable to do that this model will be ineffective.
Observation & Assessment Model
This model is where teachers observe each other and provide feedback. This is generally done by a mentor teacher, but can just be another teacher colleague. The teachers meet to discuss beforehand what the teacher is working on, observe the teacher, and then have a post meet to discuss feedback. This can be a one-time thing or continuous. The model can be done alone of in conjunction with another professional development. This model is effective in changing teacher behavior, classroom management, and increases the effectiveness of other models such as the training model (Sulzberger, 2003). It is not very effective in how students learn, dealing with improving student learning, work in a team to solve an educational problem, and increasing content knowledge (Sulzberger, 2003). This model supports adult learning by the teacher being intrinsically motivated to be observed and receiving feedback. They know the why to the process and is problem centered on what is happening in their classroom. An example of the Observation & Assessment Model is an observation by a teacher (non-evaluative) with a pre-meeting, observation, and post feedback collaboration.
One of the advantages of the model is everyone involved can learn something because both the teacher acting as the observer and the one being observed can learn from one another (Francis, 2021). Since this process is non-evaluative, the teacher can get input in a less stressful environment. A disadvantage is to make sure the teacher observer has proper experience and is trained in the district initiatives or up to date on educational research and practicum. Also, making sure the teachers working together have positive relationship because if not this model will not be very effective.
Individually Guided Development Model
Teachers create their own objectives for professional development and choose the activities that will lead to the completion of those objectives (Bayrakci & Çetin, 2019). Teachers can customize their professional growth opportunities using the number of flexible possibilities offered by this professional development model. This model has teachers self-select what they need to grow in to improve their teaching The effectiveness of this model varies depending on the intended outcomes. On average this professional development model is moderately effective in most factors such as simple specific teaching skill, learning content matter, and sets of teaching strategies when compared to other models. The model is effective in tackling a complicated issue involving increasing student learning (Sulzberger, 2003). Since the teacher is selecting the objective of the professional development, it is effective in solving student issues in the classroom. Using the lens of the adult learner this professional model is more effective. The adult gets to be self-directed and choose what to focus on and research, they can use their experience to guide themselves, and they tackle a problem that is relevant to their job. Examples of the Individually Guided Development Model are reflective journaling, and teaching video self-assessments (Bayrakci & Çetin, 2019).
An advantage of this model is that teachers are more engaged since they chose their own educational objectives and strategies for achieving their goal(s). The teachers can also really go in-depth in what they really need, and support their students' learning. This option is also flexible. A disadvantage is making sure the teacher selects the appropriate learning objective. In order to improve teaching and learning, educators using this methodology need to make sure they choose challenging goals (Sulzberger, 2003).
Training Model
This is the professional development model which teachers are familiar with. Can be characterized as a session led by an expert who will provide the subject matter and learning objectives with the understanding that the instructor can then apply them in the classroom (Bayrakci & Çetin, 2019). This model is done in a large group setting usually with one presenter. The effectiveness of the training varies depending on the intended outcomes. The training model is very effective in acquiring simple specific teaching skill, learning content matter, sets of teaching strategies, classroom management strategies, and assessment procedures (Francis, 2021). This model is not very effective in figuring out solutions to improving student achievement, learning how to students learn, or working as a team to solve issues (Francis, 2021). In short this model is effective in describing new information and simple strategies, but not solving complex education issues. The training model is not effective for adult learners because it is not self-directed, not enough time to share experiences, and not being problem centered. The model does generally do a good job of explaining the why. Examples of the Training Model are large-group presentations, or workshops where a group is being trained by a presenter (Sulzberger, 2003).
The advantage of the training model is that large groups of teachers can be trained and hear the same message at the same time. Simple learning objectives are easily obtained and practiced. The presentation can be shared and referenced later. A disadvantage is they don't work as stand-alone sessions. There must be further follow-up activities or sessions in order to provide feedback and coaching as the newly taught ability is put into practice and improved for training sessions to be effective (Sulzberger, 2003). It does not allow for complex collaboration, or dealing with solving student achievement gaps or improving students learning.
Professional Development Graphic Organizer
Valyssa Roberts
Created on July 4, 2023
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Akihabara Connectors Infographic
View
Essential Infographic
View
Practical Infographic
View
Akihabara Infographic
View
Interactive QR Code Generator
View
Witchcraft vertical Infographic
View
Halloween Horizontal Infographic
Explore all templates
Transcript
Professional Development Graphic Organizer
Observation & Assessment Model
Individually Guided Development Model
Training Model
Development and Improvement Model
Inquiry Model
Please click on the plus signs to reveal the information.
Development and Improvement Model
Teachers are usually part of a school or district committee to look at curricula or improvement measures. Teachers are given a voice by being part of the committee or working alone in both stages of professional development rather than having improvement and growth goals imposed on them (Francis, 2021). The committee works collaboratively to solve a specific issue, evaluate curricula, review new research, and school improvement projects (Sulzberger, 2003). The development and improvement model is effective in some areas but not so much in others. This model supports a group working as a team to solve problems, and increase knowledge content (Sulzberger, 2003). It is less effective in classroom management skills, and specific teaching strategies (Sulzberger, 2003). Looking through the lens of adult learning this model is effective. The adults get to work together to share experiences, do research, and solve a relevant problem or look into curricula to use in the classrooms. The teachers know the why, and help choose the improvement objectives. This is very relevant to their work as teachers Some examples of the development and improvement model are completing a self-assessment, recording oneself teach and reviewing it, and engaging in a school or district committee (Francis, 2021).
An advantage is that since teachers are choosing the improvement goals or curricula to review they are more likely to be engaged in the professional development (Francis, 2021). The teachers set objectives that are geared towards them or their specific school. Working with others helps everyone gain knowledge. A disadvantage is making sure the committees have correct research and information to make decisions, and making sure the members are knowledgeable and can work in a team (Sulzberger, 2003). Also, only the participants are getting the benefit of the committee, and getting to make possible decisions.
Inquiry model
Teachers investigate how a change in a specific practice affects teaching and learning using a systematic methodology (Sulzberger, 2003). This model is driven by data and a scientific approach to professional development. Teachers follow steps in this professional development. - Identify a problem usually based on some student data or observation - Do research on the problem and investigate some best practices or strategies to tackle the issue - Implement the strategy or practicum - Evaluate the solution for effectiveness generally using student data or observation The inquiry model for professional development is extremely effective as an overall form of professional development. This model supports understanding how students learn, improving students’ achievement, classroom management skills, and implementing specific teaching skills (Sulzberger, 2003). This model is also effective with developing adult learners. The adult is choosing a problem they see in their classroom, so it is relevant and self-directed. The teacher knows why they need to try something new based on student data, and are intrinsically motivated to solve the problem in their classroom by looking at data and trying out new strategies. An example of the Inquiry model is an action research cycle. This cycle looks at student data and has the teacher test out strategies to see what works with their students.
The advantage of this model is the teacher is directly trying and researching strategies to solve a problem in their classroom. This leads to results in the classroom with what works and doesn't. The whole point is to look at student learning and behavior and figure out how to improve it in real life. A disadvantage is the teacher needs to be motivated and carry out the research and implementation, and understand how to collect and analyze data for the model to be successful (Sulzberger, 2003). If the teacher is unable to do that this model will be ineffective.
Observation & Assessment Model
This model is where teachers observe each other and provide feedback. This is generally done by a mentor teacher, but can just be another teacher colleague. The teachers meet to discuss beforehand what the teacher is working on, observe the teacher, and then have a post meet to discuss feedback. This can be a one-time thing or continuous. The model can be done alone of in conjunction with another professional development. This model is effective in changing teacher behavior, classroom management, and increases the effectiveness of other models such as the training model (Sulzberger, 2003). It is not very effective in how students learn, dealing with improving student learning, work in a team to solve an educational problem, and increasing content knowledge (Sulzberger, 2003). This model supports adult learning by the teacher being intrinsically motivated to be observed and receiving feedback. They know the why to the process and is problem centered on what is happening in their classroom. An example of the Observation & Assessment Model is an observation by a teacher (non-evaluative) with a pre-meeting, observation, and post feedback collaboration.
One of the advantages of the model is everyone involved can learn something because both the teacher acting as the observer and the one being observed can learn from one another (Francis, 2021). Since this process is non-evaluative, the teacher can get input in a less stressful environment. A disadvantage is to make sure the teacher observer has proper experience and is trained in the district initiatives or up to date on educational research and practicum. Also, making sure the teachers working together have positive relationship because if not this model will not be very effective.
Individually Guided Development Model
Teachers create their own objectives for professional development and choose the activities that will lead to the completion of those objectives (Bayrakci & Çetin, 2019). Teachers can customize their professional growth opportunities using the number of flexible possibilities offered by this professional development model. This model has teachers self-select what they need to grow in to improve their teaching The effectiveness of this model varies depending on the intended outcomes. On average this professional development model is moderately effective in most factors such as simple specific teaching skill, learning content matter, and sets of teaching strategies when compared to other models. The model is effective in tackling a complicated issue involving increasing student learning (Sulzberger, 2003). Since the teacher is selecting the objective of the professional development, it is effective in solving student issues in the classroom. Using the lens of the adult learner this professional model is more effective. The adult gets to be self-directed and choose what to focus on and research, they can use their experience to guide themselves, and they tackle a problem that is relevant to their job. Examples of the Individually Guided Development Model are reflective journaling, and teaching video self-assessments (Bayrakci & Çetin, 2019).
An advantage of this model is that teachers are more engaged since they chose their own educational objectives and strategies for achieving their goal(s). The teachers can also really go in-depth in what they really need, and support their students' learning. This option is also flexible. A disadvantage is making sure the teacher selects the appropriate learning objective. In order to improve teaching and learning, educators using this methodology need to make sure they choose challenging goals (Sulzberger, 2003).
Training Model
This is the professional development model which teachers are familiar with. Can be characterized as a session led by an expert who will provide the subject matter and learning objectives with the understanding that the instructor can then apply them in the classroom (Bayrakci & Çetin, 2019). This model is done in a large group setting usually with one presenter. The effectiveness of the training varies depending on the intended outcomes. The training model is very effective in acquiring simple specific teaching skill, learning content matter, sets of teaching strategies, classroom management strategies, and assessment procedures (Francis, 2021). This model is not very effective in figuring out solutions to improving student achievement, learning how to students learn, or working as a team to solve issues (Francis, 2021). In short this model is effective in describing new information and simple strategies, but not solving complex education issues. The training model is not effective for adult learners because it is not self-directed, not enough time to share experiences, and not being problem centered. The model does generally do a good job of explaining the why. Examples of the Training Model are large-group presentations, or workshops where a group is being trained by a presenter (Sulzberger, 2003).
The advantage of the training model is that large groups of teachers can be trained and hear the same message at the same time. Simple learning objectives are easily obtained and practiced. The presentation can be shared and referenced later. A disadvantage is they don't work as stand-alone sessions. There must be further follow-up activities or sessions in order to provide feedback and coaching as the newly taught ability is put into practice and improved for training sessions to be effective (Sulzberger, 2003). It does not allow for complex collaboration, or dealing with solving student achievement gaps or improving students learning.