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Introduction
Professional development and school improvement is a continuous process. It is imperative that teachers be empowered to improve on their training skills and strategies (National Staff Development Council, 2014). On the other hand, it is the responsibility of the school administration to ensure that students’ performance improve. The presentation defines an effective professional development. In this regard, the presentation focuses on instructional vision and personal development, as well as, associated challenges of the same. Finally, the presentation provides a connection between curriculum, instruction and professional development in the context of an educational setting.
What is effective professional development?
An effective professional development is a necessary process where need for establishing a performing educational system is indispensable (Richards, 2009). There are important elements associated with an effective professional development. In this regard, the importance of facilitating collegiality and collaboration among education stakeholders is critical. Therefore, a teamwork should be established to conduct needs assessment to evaluation of the professional development and school improvement initiative. Moreover, it is necessary to involve educators as primary planners in professional development. Educators possess necessary experience and skills that require improvement. The importance of identifying the purpose of personal development is critical in providing a guideline and inspiration to the initiated efforts.
Effective professional development
An effective professional development must possess diversity of ideas, people and practices as main characteristics (Richards, 2009). There is importance of empowering teachers to facilitate professional development at the school level due to their expertise in classroom culture. Teachers can provide social and technical assistance to colleagues or during the initial phases of the professional development initiative. Moreover, teachers understand the importance of a follow-up in the program and inclusion of stakeholders from the learning community. An effective professional development process must adhere to school and personnel schedules. In addition, integrated planning is critical in ensuring the initiative is well-coordinated. An effective professional development encourages systems thinking for optimal benefit. In this regard, the use of technical and communication systems to integrate subsystems and phases of change towards a common goal is necessary. Considerations of the complexity nature of provides an insight into how the same will be managed by the facilitators. Finally, an effective professional development must be results-driven.
A common instructional vision
A common instructional vision is a general description of practices agreed upon by major stakeholders. In this regard, instruction vision in a professional development program entails common practices for education instructors. In this context, the aspect of supporting or facilitating a common instructional vision is evidenced. A common instructional vision must include a narrative of how a common practice is to be applied. Therefore, the inclusion of learning theories and methods in regard to the professional development and student improvement initiative must be applied as a point of reference (Cramer, 2007).
Instructional vision
Indeed, a common instructional vision can foster student achievement. Instructional vision provides a standardized guideline to the teachers. In this regard, teachers employ systematic tutoring methodologies that are customized to suit students’ learning needs. From common instructional vision, students benefit from systematic approval and intervention practices embedded in the district curriculum. In this context, provision of education services in the school district are deemed to be equitable. Therefore, students are offered with an equal opportunity to perform within the same approval, interventions, instructions and tutoring standards (Cramer, 2007). Common instructional vision is critical in ensuring that strategic allocation of resources among schools in the district benefits all students. For example, appropriate allocation of resources like teachers and finances follows requires autonomy among schools because of quality reasons. The improvement in students’ performances is reflected through clear and collaborated efforts of a common instruction vision.
Professional development
The link between a common instructional vision and professional development is the objective to improve teachers’ pedagogical practices, learning experience and students performance. A common instructional vision is the principle guideline and objective to achieving a commonly desired goal of implementing change in the education system through professional development. As indicated earlier, professional development can enhance student achievement through new learning behavior (Richards, 2009). New learning standards, curriculum and schedules can be customized to meet students’ needs for optimal performance. Institutional changes for an effective professional development initiative include improved stakeholders’ collaborations, educational policies, curriculum content, diversity of ideas and people, communication strategies, training methods and use of technology-based techniques (Keengwe, Onchwari & Wachira, 2008).
Challenges
Previous teaching cultures especially in schools and between people impedes establishment of a professional development initiative. Lack of enough resources to allocate especially teachers and funds can be a challenge. Lack of collaborative structures impedes the training process and communication.
Conclusion
In an education setting, a curriculum remains the primary design through which acquiring of knowledge and skills must follow. A curriculum is a standardized design formulated by school districts or educational institutions. On the other hand, instructions are practical means through which acquisition of knowledge and skills takes place. However, instructions are embedded in a curriculum. For a curriculum to take effect, it is imperative to train teachers for optimal benefit to the students. In this regard, professional development is the process through which teachers are trained on how to develop and use an effective curriculum (Richards, 2009). Therefore, it is important to include instructions that are realistic and help the students improve on academic performance
References
Cramer, S. R. (2007). Update your classroom with learning objects and twenty-first-century skills. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 80(3), 126-132.
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE journal, 16(1), 77-92.
National Staff Development Council. (2014). Standards for professional learning. Web.
Richards, M. K. (2009). Closing the Gap between Professional Development and Student Achievement. Web.
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