Differentiation and Professional Development in the Global Market - Research Paper Example

? Differentiated Instruction: Number: Differentiated Instruction Differentiation occurs when a person in a position of power changes or alters their mode of operation, to suit a number of individuals. This is in order to create the best experience for all the people that are involved in the learning process. It is imperative that leaders comprehend the crucial nature of differentiation (Bista & Glasman, 1998). This is lest they fall victim to misunderstanding, which stem from the lack of an intuitive nature to curb issues that always arise. By tailoring the different functions to meet the desires present, one gets to understand an individual’s nature. They can, therefore, assist in forming the basis on which professionalism exists, and work toward benefitting everyone. Many areas in the world today, need professional development. Professional development assists the organizations attain credibility and maintain a stand in the global market. This paper will examine one such area, and the implementations that help it get there. Professional development in the learning environment is an issue that affects many learning institutions, in present time. Teachers are a fundamental aspect in the learning sector. They form the basis by which many students and learners get the professional assistance they need. Teacher leaders are often looked for to bring order to the current learning environment. They work toward preparing everyone in and out of this environment on how to better themselves while learning. Their place in society dictates that their focus should be placed on both the learner, and their fellow teachers. In terms of educational activity, they are meant to steer the learning environment toward achieving the goals and objectives set (Bista & Glasman, 1998). It is this professionalism that promotes the learning environment into what the world expects to have. Objectives The objective of having this professional development plan is to propel teacher leaders to have an insight into the future of the education sector. This insight may work toward helping society comprehend the importance of an organized system of learning. It is the place of all those involved to pay keen attention to the details necessary to have a successful learning environment. In order to have these objectives achieved, it is vital to know the task of teacher leaders in society, and the learning environment (Gregory, 2003). Their plans and ideas form the foundation on which interest groups relate with one another, and how well and fast they come together to achieve the common goal. One of the central purposes of the professional development plan is to bring out changes in how things operate. Learners need competent and effective teachers. Through the plan, the manner in which teachers are recruited, evaluated, and compensated will determine if learners get a competent and consistent teacher. This may form the grounds on which education facilitators reach out to their learners, and prepare them for the road ahead. This public sector needs to incorporate the learning environment to involve more people than just the learner and the teacher. By doing this, it is likely to have many other sectors replicate what is being done to better their current situations, and attain higher heights (Gregory, 2003). Another objective is to apply all the recommendations in a systematic manner. To do this, teacher leaders and all stakeholders must form a solid unit (Gonzalez & Lambert, 2001). It is not practical to have issues being implemented from every corner, and without caution to the repercussions. Teacher leaders should be more involved in the decision-making process. They must be present whenever decisions are being implemented. This is to agree or disagree with those that work, or do not work in their favor. If such an objective is achieved, teachers and all stakeholders can take accountability for all the actions that occur in the learning environment. This is with the decision-making processes, in which they were directly involved. Moreover, there will be a need to have focus placed on constant improvement. This is from the learners, the teachers, and parents, to the stakeholders. It is tantamount to have teacher leaders acting as mentors and guides to all those present in the learning environment (Gonzalez & Lambert, 2001). This includes other teachers, the learners, and parents on the curriculum in place and some of the well-accepted practices. This may prepare them for some of the situations that present themselves in the learning environment on a daily basis. It is vital, also, to have teachers and education facilitators enforcing diverse teaching methods to suit the diverse individuals present. These methods bring the needed focus on assisting learners attain their full potential. Skills that are needed in the job industry can be acquired through some of these methods. It is through such objectives that teachers can offer differentiation. This is without having to feel too much pressure while taking care of young minds. This may assist individuals and organizations involved have a tranquil task of preparing intellectual minds for the future. Fortunately, all these are attainable with the advancement the world is seeing in terms of technology (Gregory, 2005). Teachers realize the critical nature of catering to the needs of learners, hence; work for them, while also learning from them. Assessments Conducting assessments may take time, but it is for a worthy cause. The assessment may begin with all candidates for the teaching positions. It is vital to know the character of people who are handling learners daily. They are supposed to be the students’ parents away from home, and it is critical to analyze them (Gregory, 2005). As instructional specialists, teacher leaders have an ultimate part to play in upholding a serene environment that incorporates learning. During the assessment period, it is critical to have learners present to aid in the process. The professional development plan should involve everyone that is linked to the current situation. Learners may talk of the things that make them respond positively or negatively to the education environment. As parents drop their children off at school, they are entrusting their trust into teachers. This is with their most treasured possessions, and if any harm was to befall the child, then; the responsibility rests squarely with the teacher. It is, therefore, a heavy task taking care of a learner. This is because; it is not only through books that children learn; they can pick up from the behavior of people in their immediate environment. It is crucial to have individuals with an unspoken record of taking care of young, intellectual minds (Gregory, 2005). The personal diversity among all the individuals makes the assessment task tough. However, for the sake of the learner, it is imperative that the process be conducted. The diversity can also work in their favor as it may push them to be more effective and ensure a positive attitude (Ogawa & Bossert, 1995). The cultural diversity in place may bring a lot of differences in the way things are run. Their behavior may differ as everyone chooses to be different from the next person. This may be good for the learning environment, and might as well be dangerous. The environment may be diversified, which is healthy, but this may bring about conflict in the learning environment. To eradicate such attitude, it is vital to advocate for professionalism through respect and abiding by the code of ethics in the education environment. Assessing these changes requires stringent steps to ensure they fall in place. By conducting a survey on school leadership, it may not be an uphill task trying to implement these changes (Ogawa & Bossert, 1995). Differentiation depends on how well one chooses to be flexible to their current situations. Teacher leaders may choose to focus on assisting students with difficulty in learning. This is by preparing distinctive programs for them to have a much relaxed environment from which they can learn. Strategies Coaching has always been a fundamental tool in education. This is whether it is for the teacher’s or student’s benefit. It is a powerful tool of suggestion that may influence students, teachers, parents, and stakeholders to be involved in the running of operations in the organization. As a leader, it would be imperative to incorporate coaching in the teaching practice to prepare the key players in the running of the operations (Chapman & Gregory, 2007). Differentiation is not something teachers are born innately knowing; they can acquire this skill through time, practice, and learning. They can choose to comprehend the critical nature of handling learners and other parties in a manner that assists them to grow and develop intellectually. Through the acquisition of these skills, differentiation will be a thing that creates a laid-back atmosphere for the learner, and the teacher. Observation through the organization’s program can lead to further understanding of what all parties go through while in this environment. The pressure they go through can be monitored to allow the necessary measures to fall in place to alleviate them. As with any working environment, there are bound to be aspects that prove difficult in the learning environment. The strategies that need implementation have time to take precedence over the operations in the organization (Chapman & Gregory, 2007). Looking at the past strategies is one way to go about the conception of new strategies. All levels will be monitored to ensure that the reception of any strategies is well in play. If there are any grievances, it will be up to the parties affected to bring them forth, and have them addressed. This can work through the evaluation of key members of staff that make up the organization’s faculty. It is vital they do this for the betterment of the organization’s operations and success. The use of differentiation can also be monitored to ensure that all learners are being attended to as they should. All these are strategies that work toward helping learners and teachers attain a level of comfort with each other. They can attain a level of understanding which might create a level of communication (Chapman & Gregory, 2007). This is both in and out of the learning environment. Implementation Through implementation, the governing bodies in the organization can create an avenue to understand the changes that are taking place. The introduction of implementation and evaluation tools can enable all those involved to measure the progress. The introduction of new strategies in an organization is always challenging. People may choose to accept them for fear of the repercussions; others may choose not to accept them. However, as a leader, it is my responsibility to make them apprehend some of the benefits associated with strategies that aim at assisting them do their work better. By convincing them to accept change as being a positive contribution to their operations, they are likely to accept the introduction and implementation of the strategies in place (Kuzmich & Gregory, 2004). Change is inevitable. As a leader, it is up to me to be persistent in the manner in which individuals under my management handle their responsibilities. If any of them has a tough time coping with the measures in place, it would be under my jurisdiction to take the necessary steps to address this issue. Regression cannot be tolerated in the quest of finding perfection, in any organization. This is especially when it concerns young minds that need all the help they can get. This is in terms of nurturing them, and attaining the dominant intellectual ground they can achieve. To attain positive results and attitudes, it is vital to establish creative and innovative ways in which individuals can warm up to these strategies (Ogawa & Bossert, 1995). By being flexible, one can accept the input of other members in the organization to better the current situation in their organization (Ogawa & Bossert, 1995). All the changes are aimed at finding a common ground to implementing new ideas in the organizational setting. The more the ideas are created, the higher the chances of finding this common ground for everyone. Learners also need an avenue to express their desires. Through the strategy implementation phase, they can have ample time to do this. This is because; they are the most affected party in all these transformation stages. In conclusion, differentiated instruction works to better the situation in the learning environment. To make the situation even better, all the stakeholders in the organization must come together. This is to prove that cohesion does exist in the organization. The components present in this research can accommodate any principles that may be incorporated in the environment. This can work toward enabling individuals accept the situations at their environments, and make them better. The development plan will work to handle the pressure that may work negatively against the positive force brought on by teachers and teacher leaders. The credibility and flexibility of the plan works to the advantage of the individuals involved; directly or indirectly (Kuzmich & Gregory, 2004). After attaining such a level, it is highly likely that every organizational setting will achieve greatness. References Bista, M. B., & Glasman, N. S. (1998). Principals’ perceptions of their approaches to organizational leadership: Revisiting Bolman and Deal. Journal of School Leadership, 8(1), 26-48. Chapman, C., & Gregory, G. (2007). Differentiated instructional strategies: One size doesn’t fit all. London: Sage Publishers. Daresh, J. C. (2007). Supervision as proactive leadership. Oxford: Oxford University Press. Gonzalez, S., & Lambert, L. (2001). Teacher leadership in professional development schools: Emerging conceptions, identities, and practices. Journal of School Leadership, 11(1), 6-24. Gregory, G. (2005). Differentiating instruction with style: Aligning teacher and learner intelligences for maximum achievement. California: Corwin Press. Gregory, H. G. (2003). Differentiated instructional strategies in practice: Training, implementation, and supervision. New York: Macmillan Publishers. Kuzmich, L., & Gregory, G. (2004). Data driven differentiation in the standards–based classroom. New York: Macmillan Publishers. Ogawa, R. T., & Bossert, S. T. (1995). Leadership as an organizational quality. Educational Administration Quarterly, 31(2), 224-243. Read More