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New Teacher Professional Development Guide

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cecilia wanjiru
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13 views5 pages

New Teacher Professional Development Guide

Uploaded by

cecilia wanjiru
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

1

Reflection On the Professional Development for New Teachers

Students Name

University

Course Name

Date
2

Introduction

Professional development is vital for the success of new teachers as well as for aiding

students in achieving set academic goals. Some of the principles used to develop new teachers

included a selection of content, selection of instructional strategies, assessment methods

selection, classroom management, and student motivation. The elements encompass the required

aspects of professional development that, in turn, ensure that new teachers are more effective

(Bacon, 2020). As such, the paper will focus on the proposed professional development agenda

and reflect on its relevance to learner-centered principles, data-based needs of new teachers, and

other relevant aspects.

Reflection on learner-centered principles

The agenda focuses on learner-centered principles such as selection of content, selection

of instructional strategies, an assessment used for learning, classroom management, and student

motivation. Certainly, the agenda will help new teachers to have effective skills in delivering all

the aforementioned learner-centered principles. For instance, the teachers were able to know the

best instructional strategies to adopt based on the orientation of specific students’ needs.

Reflection On the Data-Based Needs of New Teachers and Differentiation of Sessions

The professional development session reflects on the data-based needs of new teachers,

such as availing of learning materials, learning the school rituals, and learning about various

school activities. The knowledge helps new teachers to maneuver a new teaching environment

effectively as opposed to going there blind to what is required of them. After conducting the

survey on three teachers, the school was able to customize the development agenda to the

specific needs of new teachers.


3

Reflection on the Learning Forward Standards for Professional Learning

The agenda focuses on learning forward standards by advocating for the protection of

learners and their learning. In this light, the agenda focuses on helping new teachers follow the

mandated curriculum, offer additional support, and change instructions to suit the specific needs

of students.

Incorporation Of Marzano’s Nine Instructional Strategies into The Professional

Development

Marzano’s instructional strategies were incorporated into the professional development

through training the teachers on content knowledge and skills, student motivation, meeting the

needs of diverse learners, student engagement, and classroom management (Frederiksen,2020).

For instance, the professional development ensured that new teachers could manage students’

behavior through the class sessions by using set guidelines for disciplining and punishing ill-

mannered students.

Similarities While Designing the Professional Development

The similarities that were in different aspects of the professional development agenda

was the need to help students with different needs achieve their academic goals. For example,

new teachers had to first understand the content to be able to engage students or even motivate

them.

Reflection On Creation of a Positive Environment and Active Participation in The

Professional Development Sessions

I will create a positive environment by encouraging the participation of all people

involved. I will also introduce group activities to foster equal participation.


4

Professional Development Session Evaluation

I will give participants open-ended questionnaires that will have specific questions about

their experience at the sessions. Upon completion, I will collect the questionnaires and create a

conclusive feedback table that shows areas that need improvement.

Suggestions for Follow-up Sessions

I would suggest a follow-up session at the end of every term whereby their performance

is evaluated, and weak areas noted. The faculty will then device a training session based on the

feedback from the follow-up sessions (Bacon, 2020).

Conclusion

The professional development agenda is very important when dealing with new teachers.

The agenda focuses on learner-centered principles, data-based needs, and forward learning

aspects. Some of these aspects include student engagement, student motivation, dealing with

diverse needs of learners, classroom management, selection of content, and instructional

strategies. Therefore, new teachers need to be given a professional development session where

they get in-depth training on the above-mentioned aspects.


5

References

Bacon, W. J. (2020). New teacher induction: Improving teacher self-efficacy.

Frederiksen, L. L. (2020). Support for newly qualified teachers through teacher induction

programs–a review of reviews. New teachers in Nordic countries–ecologies of mentoring

and induction, 49.

Common questions

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The key components of professional development for new teachers include the selection of content, instructional strategies, assessment methods, classroom management, and student motivation. These elements are essential for ensuring that new teachers are effective in their roles .

Learner-centered principles inform the professional development agenda by focusing on the effective selection of content and instructional strategies based on students' specific needs. This approach helps new teachers adopt the most suitable strategies for different student orientations, leading to more effective teaching outcomes .

Follow-up sessions are proposed to be conducted at the end of every term to evaluate performance and identify weak areas. This continuous feedback loop allows for the development of targeted training sessions to address identified gaps, thus improving teaching efficacy over time .

Learner-centered principles play a pivotal role in achieving academic goals by tailoring the selection of content and instructional strategies to individual student needs. This personalized approach ensures that teaching is directly aligned with student learning preferences, ultimately enhancing student engagement and motivation, which are critical to achieving academic success .

Creating a positive environment and fostering active participation are crucial for ensuring that all stakeholders are engaged in the learning process. This approach encourages equal participation through group activities, enhancing the effectiveness of the professional development sessions .

The agenda addresses the data-based needs by providing learning materials, introducing school rituals, and familiarizing new teachers with school activities. This knowledge enables new teachers to navigate the new teaching environment effectively, catering to their specific needs based on data collected through surveys .

Marzano’s nine instructional strategies are incorporated by training teachers on content knowledge and skills, student motivation, and classroom management. This integration ensures that new teachers can handle diverse learner needs and manage classroom behavior effectively .

The agenda prepares new teachers for classroom management challenges by incorporating guidelines for disciplining and managing student behavior. Through the integration of Marzano's strategies, teachers learn to create structured environments that facilitate effective learning .

The evaluation process involves participants completing open-ended questionnaires about their experiences. The collected feedback is compiled into a conclusive table that highlights areas needing improvement, thus facilitating adaptations and enhancements in future sessions .

The agenda supports diverse learner needs by focusing on student engagement, motivation, and classroom management. By following the mandated curriculum and offering additional support, teachers can adjust their instructional strategies to meet the varied needs of their students .

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