The current focus on Professional Development and School Improvement is justified. Efforts should be made to improve teaching, learning, and assessment in a wide range of school settings, so that teachers can develop complex professional abilities and teach to their own implicit theories. Moreover, local authorities should support and facilitate less successful schools to plan their professional development, and improve the self-evaluation skills of their leaders. The following is a summary of the key findings and recommendations for school improvement.
Teaching complex skills
Increasingly, education policymakers and educators are placing a high priority on teacher professional development. Such programs provide the training teachers need to develop the complex skills students need for 21st-century jobs. These skills require sophisticated pedagogy. Effective professional development programs help teachers learn these pedagogies. Here are several ways to support professional development for teachers. This article explores some of these methods. It is important to note that the strategies involved may vary from school to school.
Rather than looking at professional development as a set of days or programs in the calendar, it should be a continuous inquiry about the best practices that can improve learning. Using research-based approaches to enhance teaching and learning will ensure that students with diverse abilities and needs achieve high levels of achievement. However, such programs require strong leadership and the support of the entire educational community. And implementing them is not an easy task.
In addition to supporting teachers’ implementation of the district’s instructional priorities, districts should help teachers monitor their implementation. Observations of student performance and teacher collaborations are essential for effective professional development. Observations and data from student tests are also necessary for monitoring implementation. Without help from district personnel, teachers may be unable to interpret data and adapt their instruction. However, such collaborative environments will improve learning. And it’s worth noting that the best professional development occurs when teachers are able to teach their colleagues.
Various research studies show that teachers’ beliefs regarding the malleability of professional abilities are associated with collective regulation and self-regulated learning. However, in the context of school improvement, teachers’ beliefs on whether their professional abilities are malleable have a significant impact on school improvement. In this study, we explored how implicit theories influence school improvement by focusing on how teachers learn subject matter and their knowledge of specific subject-matter content.
Insufficient support for professional development is a common challenge for school leaders. Insufficient funding, lack of faculty interest, and teacher workloads are among the main challenges. Fortunately, there are several ways to support professional development. Consider the following tips. When planning professional development for teachers, ensure that you address five dimensions of school capacity. They should include teachers’ knowledge, skills, dispositions, professional community, and principal leadership.
Adapting to the changing needs of students and their families is the key to creating a positive environment for learning. Changing the way we teach is critical to improving education for all students. In a multicultural society, teachers and administrators must understand and address the needs of students and communities. Using these principles, professional development programs should become an integral part of the school’s strategic plan. The purpose of professional development is to improve educational outcomes for all students.
Developing teachers’ implicit theories of professional abilities
In this study, we examine the role of implicit theories of professional abilities in promoting school improvement. We combine literature on student learning to analyze the mediating role of regulation activities and explore the role of teachers’ implicit theories of professional abilities in school improvement. In our study, teachers who believe that their professional abilities can be improved reported increased emotional-motivational regulation activities and increased optimism about school improvement. Future research should assess the effectiveness of these strategies and the role they play in improving student learning.
This study aimed to examine the validity of four measures of teacher professional abilities, which together yielded a composite measure with acceptable internal consistency. The test item for implicit theories of professional abilities contained four items. It was possible to test the reliability of each item for four categories of professional abilities, and the composite measure of the implicit theory was highly reliable. Its internal consistency was modest but acceptable. Moreover, future research could adjust the test items for the context of classroom teaching related skills.
The development of implicit theories of professional abilities is a promising approach to improving student learning. The findings of this study show that implicit theories of professional abilities are associated with collective emotional-motivational regulation activities. Teachers’ implicit theories of professional abilities affect school improvement, but this effect is not universal. There are varying levels of their influence, and teachers’ beliefs about their professional abilities may vary across domains.
Although implicit theories of professional abilities have been a source of discussion and debate in educational research, this study has shown that a significant proportion of primary teachers believe in their abilities to be malleable. This is consistent with the findings of several other studies, which found that the implicit theories of professional abilities are a significant contributor to improving student learning. But, as we’ll see below, these implicit theories do not have any clear relationship with teacher performance.
The results of this study show that teachers’ implicit theories of professional abilities are related to their choice of controversial topics to debate. The study participants emphasize the importance of student selection of controversial topics for debate. The students can deliberately formulate arguments to support or refute theories based on the controversial topic. There’s a great deal of overlap between these responses. And we’re seeing some interesting patterns in these responses.
In addition, the researchers suggest that teacher attitudes and beliefs about teachers’ malleability may be influenced by their beliefs about themselves. The findings show that teachers’ beliefs about their own abilities are largely conditioned by their own experiences and beliefs, which may not be consistent with their perceptions of others. This means that future research must assess collective regulation activities directly to gain a more accurate picture of teachers’ beliefs and skills.
Providing high-quality, sustained, intensive, and classroom-focused professional development
PD for teachers is an essential component of improving student achievement. Research suggests that teachers are responsible for as much as two-thirds of student achievement and providing professional development for teachers increases their efficacy and confidence. PD should be geared toward improving specific teaching skills and include follow-up to support teachers in implementing their new knowledge.
Here are some tips for school leaders to ensure that their professional development sessions are effective:
In the past, state policies have centered on teacher quality – the ability of teachers to improve student learning and meet minimum standards. In response, the No Child Left Behind Act has formalized the concept of “high-quality professional development” and requires schools to report the proportion of their teaching staff meeting the law’s definition of “highly qualified teacher.”
Teacher-directed professional development focuses on developing specific teaching skills, such as subject-area knowledge and skills. These courses may also focus on developing the skills and knowledge of specific populations of students. For instance, teachers can learn how to differentiate instruction and implement literacy strategies. They may also receive professional certification, usually from a university or credentialing organization, for a subject area such as teaching Advanced Placement courses. In addition, teachers can participate in specialized programs such as career-technical training, which can lead to an industry-specific certification.
Teacher-directed professional development supports collaborative learning by providing time for reflection and feedback that can help teachers move closer to the visions of expert practice. Effective PD provides enough time for teachers to learn and implement new strategies. It allows them to apply what they have learned. This supports collaboration, which improves the culture of the entire school or department. For school-wide professional development, teachers should receive lesson plans and case studies from peers.
Developing a comprehensive professional development program for teachers is a vital component of school improvement. However, many districts fail to provide sufficient support for teacher professional development. Insufficient funds, faculty interest, and motivation are common challenges. Furthermore, the work load of teachers is often too high to provide additional training. So, it is essential for school districts to provide ongoing support and classroom-focused professional development for teachers.
Developing teacher effectiveness is the primary goal of Title II, Part A funds. Effectiveness is a key factor in closing achievement gaps and improving student outcomes. Teachers should develop their strengths and talents in order to improve their performance. If they are not effective, students will be at risk of failing in school. Providing high-quality, sustained, and classroom-focused professional development is essential for school improvement.