Title: Professional Development Plan Introduction Majority of schools establish professional development standards which are aimed at enabling teachers to effectively help students enhance their learning curves…
This paper entails a critical analysis of professional development plan being followed by Jamestown Public School and its detailed comparison with plans developed by other few district schools. Critical evaluation This plan is intended to generate certain planned outcomes such as assisting students in making radical progress in yearly academic curriculums and triggering improvements in students’ reading and mathematical abilities. This in turn shall be influenced by enhancing skills and knowledge of teachers and nurturing them personally and professionally. Thus, the district uses extensive amount of data, collected from several assessment tests taken by students, to evaluate achievements of students, and utilizes information pertaining to teachers, collected through different surveying tools, to identify their needs for professional training and continuing education. These collection methods are very effective as this vital information is helpful in shaping objectives of the plan. One of the essential achievements of this plan is the participation of the entire faculty members in training sessions that enable them to develop coaching and mentoring tactics. This plan is also fruitful as it lays great emphasis on integrating technology into teaching methods so that the tutors stay updated with the latest technologies being globally adopted in educational fields. This plan covers a timeline of one complete year and schedules various constructive activities for teachers’ continuous development including training sessions on instructional techniques and workshops on best global practices. It is mandatory for all teachers to establish atleast one professional goal per annum that they shall achieve during the year. The district has allocated 5 days per year per certified teacher for professional development sessions, which seems inadequate for covering all aspects of development including reading, mathematics and technology. Financial aid for the plan stems from three different sources including Federal Title IA, Title IIA and general funding. District hires various mentors and specialists to conduct workshops sessions and train teachers on modern teaching methodologies. A very useful scheme has been recently launched by the district whereby teachers have opportunities to spend one complete year with the specialized mentors to grow professionally. The plan, on the whole, is highly effective as it presents some valuable goals and strategies (North Dakota Professional Development Plan, 2013). Comparative analysis We also consider another development prepared by Maryland State Board of Education which primarily focuses on enhancing students’ learning, fulfilling teachers’ needs and complying with Maryland Teacher Professional Development Standards. Although, the objectives are similar to Jamestown’s, this plan highlights a pivotal point that the trainings must be tailored according to differing needs and intellectual levels of teachers. A generalized training session becomes source of demoralization, frustration and wastage of resources as in the case of Jamestown. This plan emphasizes on developing analytical skills of teachers rather than instructional and communication proficiencies. While North Dakota has to offer a highly effective mentoring program for its teachers, Maryland only has generally accepted standards to follow and a state-approved curriculum that could be voluntarily ...
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