Professional Development Models
By Camille Kitching
Communities of Learners
Site-Based Professional Development
Districtwide Professional Development Plan
Remote Professional Development via Online Video Broadcast
Individualized Professional Learning Plans
Characteristics
Educators can utilize these frameworks to fulfill recertification criteria. Upon fulfillment, they are eligible to accrue hours or obtain graduate credits (Fogarty & Pete, 2017). According to Fogarty and Pete (2017), educators create a tailored learning plans guided by either a mentor teacher or an administrator.
Characteristics
During districtwide professional development, teachers and administrators typically convene at a designated location to receive training. The session usually features a keynote speaker, followed by breakout sessions in the afternoon. This model of professional development enables districts to introduce new concepts to their staff in a coordinated manner (Fogarty & Pete, 2017). These training sessions can span multiple days or be scheduled at various points throughout the school year (Fogarty & Pete, 2017).
Characteristics
These communities usually consist of small groups of teachers from a single school or district with similar roles (Fogarty & Pete, 2017). The teams may be distinguished by the grade level taught, department, literacy, math, and data (Fogarty & Pete, 2017). These groups meet frequently during the year to collaborate on a common goal. Members are typically self-directed, motivated individuals who take initiative and accountability for their work (Stewart, 2014).
Characteristics
This professional development model is tailored to a specific audience at a particular site (Fogarty & Pete, 2017). The presentations are live-streamed via a video streaming platform, allowing participants to log in or out at their convenience (Fogarty & Pete, 2017). Typically, when the stream is viewed in a group setting, an onsite facilitator ensures that the equipment is functioning correctly and relays the audience's questions to the presenter (Fogarty & Pete, 2017).
Characteristics
According to Fogarty and Pete (2017), this model operates within a well-established long-term professional learning plan based on district goals. The training takes place at the individual school level and considers the objectives of the local school and its impact on the staff (Fogarty & Pete, 2017).
Professional Development Models
Camille Kitching
Created on August 7, 2024
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Transcript
Professional Development Models
By Camille Kitching
Communities of Learners
Site-Based Professional Development
Districtwide Professional Development Plan
Remote Professional Development via Online Video Broadcast
Individualized Professional Learning Plans
Characteristics
Educators can utilize these frameworks to fulfill recertification criteria. Upon fulfillment, they are eligible to accrue hours or obtain graduate credits (Fogarty & Pete, 2017). According to Fogarty and Pete (2017), educators create a tailored learning plans guided by either a mentor teacher or an administrator.
Characteristics
During districtwide professional development, teachers and administrators typically convene at a designated location to receive training. The session usually features a keynote speaker, followed by breakout sessions in the afternoon. This model of professional development enables districts to introduce new concepts to their staff in a coordinated manner (Fogarty & Pete, 2017). These training sessions can span multiple days or be scheduled at various points throughout the school year (Fogarty & Pete, 2017).
Characteristics
These communities usually consist of small groups of teachers from a single school or district with similar roles (Fogarty & Pete, 2017). The teams may be distinguished by the grade level taught, department, literacy, math, and data (Fogarty & Pete, 2017). These groups meet frequently during the year to collaborate on a common goal. Members are typically self-directed, motivated individuals who take initiative and accountability for their work (Stewart, 2014).
Characteristics
This professional development model is tailored to a specific audience at a particular site (Fogarty & Pete, 2017). The presentations are live-streamed via a video streaming platform, allowing participants to log in or out at their convenience (Fogarty & Pete, 2017). Typically, when the stream is viewed in a group setting, an onsite facilitator ensures that the equipment is functioning correctly and relays the audience's questions to the presenter (Fogarty & Pete, 2017).
Characteristics
According to Fogarty and Pete (2017), this model operates within a well-established long-term professional learning plan based on district goals. The training takes place at the individual school level and considers the objectives of the local school and its impact on the staff (Fogarty & Pete, 2017).