Professional Development Critique

This is a critique for Daniel Cody and his um model for unpacking standards.

Within professional development.

We know that the classroom is the best place for job embedded practice,

which typically involves the application of many techniques.

Additionally, coaching is frequently incorporated into job embedded practices.

As a direct consequence,

many researchers find that subject matter experts receive training

in efficient professional development techniques

and interpersonal communication skills,

both of which facilitate application by way of skill modeling,

opportunities for learners to practice and reflection

in order to ensure that fidelity is found throughout the content that is presented

with the professional development of teachers.

A system of evaluation and monitoring should be set in place.

We will examine three areas that were found

as components of your professional development model that

was designed to maximize teacher capacity in the

realm of standard driven learning instructional strategies,

formative assessments, data analysis and interventions.

In addition recommendations will be provided to ensure

that understanding and competency is president standard driven learning

lesson planning an ongoing professional development throughout the school year.

Within session one I find that the identification and the introduction of

standards and a careful review of unpacking a new set of standards.

You illustrated the scope and sequence within the standards by pairing staff by

grade levels to ensure that there were no gaps within the curriculum frameworks.

One recommendation for school leaders would be

to model this practice using a role playing

session of the proper use of applying verbs found within the standard of the nouns

to assist in unpacking the standards and making sure

that they are both vertical and horizontal

to ensure that this is continuous throughout the school year.

Non negotiables could be put put in place that addressed

for the teachers to have this as a visual within the classroom. Each day.

In session two,

we identified a third review of prior knowledge learned by uh

requiring teachers an opportunity to reflect on what was previously discussed.

Furthermore, you allowed the session

uh that involved teachers to ask or provide written statements of

what new resources may be beneficial in mastering the new standards.

Once teachers identified either having a need or not,

they were then able to move forward

in developing interactive plans and activities.

Uh You also afforded teachers the opportunity to complete a needs assessment

to determine further areas of support needed to master the set of standards

Within this session,

a recommendation for the use of new materials and or manipulative could

have been presented to engage the teachers to think outside the box,

create think tanks, To help promote enrichment within the lesson design.

Within session three, the student

examine the need to bring outside vendors and or experts in

to assist in the development of new standards and lesson designed.

The student allowed an opportunity for teachers to reflect,

share ideas and ask, posing questions

that may have risen due to the nature of the new standards.

In addition,

the professional development was designed to bring

outside resources in for a support system.

However, a recommendation to,

to this portion of the professional development consists of an

evaluation system of how helpful outside experts really are.

Our worry in aiding to teachers, supports

and development of the new standards.

Often times the use of consultants lack and evaluation

model of how effective the consultants actually work.

This is important to foster continuous improvement

and to support proper allocation of funding.

Finally,

we take a look at the ongoing professional development piece

and I really enjoyed the excerpt that you had,

you had placed in there,

you gave some evidence based research on

the need and requirement for professional development.

Let's take a look at the three

professional development sessions that you mentioned.

The area of critique addresses the need to

provide an example of what it looks like for

teachers to identify what areas of instruction was

found to be productive and what was not.

This can be modeled by supplying teachers with resources such as guidance to

esa and to what works clearinghouse these online platforms or are provided for

teachers to identify achievement areas where

students are struggling in and offer best

practices of evidence based instructional routines

that have been proven backed by data

to show marginal gains and proficiency within those areas.

In closing,

I think you did an overall outstanding job on your Professional development model.

Job embedment embedded professional development requires for

training and coaching and supports to happen

in real time during the instructional day

and within your professional development model,

we found this to be present.

So we identified um the way to properly maximize teacher

capacity in the realm of standard driven learning instructional strategies,

formative assessments and interventions.

In addition, we provided recommendations, recommendations

to ensure the comprehension and proficiency of the new learning goals

could be found throughout the entirety of the school year, not just a one time,

sit and get meeting,

um that most oftentimes professional development in

our public schools are great job.

Professional Development Critique

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