Getting The Most Out Of Professional Development

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Education is in constant flux. Gone are the days when a trainer learnt all that is needed to know at teachers’ college. Academics have to be constantly upgrading their qualifications or enhancing their teaching skills by attending common professional development. This was made plain to me when I became a Head of Mathematics. One in all my most important duties was the professional development of my staff. Nevertheless, that additionally meant that I had to embark on constant professional development before I might fulfill my responsibility to develop my staff.

Usually, the professional development I attended was mandated by the educational creatority and I had to pass it down the line. I had to develop a strategy to get the most out of these opportunities in order that I could give good feedback to my staff.

Here is how I went about it. Obviously, I would need to take notes within the workshop however they wanted to be targeted on how I wanted to pass the information on. Subsequently, I might divide my note pad down the middle. The left side was headed “New Information” and the right side “What Action Shall I Take”. On the left hand side, I would note the new idea/instruction in blue. On the fitting hand side, I might write in red what motion I wanted to take. The next day I would develop an motion plan. That would include what I wanted to do to get the ideas throughout to my staff. One essential part of this motion plan was to write a report that went to all. Usually, it led to my giving the workers a short workshop.

This eventually led me to current professional development workshops to teachers from other schools. In these workshops, I challenged my audience to depart the workshop with an motion plan. The truth is, within the workshop booklet, I included a model action plan Proforma for example of how I went about making the most, personally, out of professional development.

One thing I always did was to resolve on an concept that I’d implement in my courses the following day. I knew that I wanted to ‘strike while the iron is scorching’ or the professional development would just change into a ‘nice’ day away from my classes.

Under is an instance of the action plan I put in my workshop booklets. The action plan was in the form of a sequence of questions lecturers would ask themselves.

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