Training is in constant flux. Gone are the days when a trainer learnt all that’s wanted to know at lecturers’ college. Teachers need to be constantly upgrading their qualifications or enhancing their teaching skills by attending common professional development. This was made plain to me when I turned a Head of Mathematics. One of my most essential duties was the professional development of my staff. Nonetheless, that additionally meant that I had to embark on constant professional development earlier than I might fulfill my responsibility to develop my staff.
Typically, the professional development I attended was mandated by the educational authority and I had to pass it down the line. I had to develop a strategy to get probably the most out of these opportunities in order that I might give good feedback to my staff.
Here is how I went about it. Clearly, I would need to take notes in the workshop but they wanted to be focused on how I wanted to pass the knowledge on. Due to this fact, I’d divide my note pad down the middle. The left side was headed “New Info” and the appropriate side “What Action Shall I Take”. On the left hand side, I’d note the new thought/instruction in blue. On the appropriate hand side, I might write in red what motion I wanted to take. The next day I’d develop an motion plan. That would come with what I wanted to do to get the concepts throughout to my staff. One essential a part of this motion plan was to write a report that went to all. Often, it led to my giving the employees a short workshop.
This eventually led me to current professional development workshops to academics from other schools. In those workshops, I challenged my viewers to depart the workshop with an motion plan. In reality, in the workshop booklet, I included a mannequin action plan Proforma as an example of how I went about making the most, personally, out of professional development.
One thing I always did was to determine on an concept that I’d implement in my lessons the next day. I knew that I wanted to ‘strike while the iron is scorching’ or the professional development would just grow to be a ‘nice’ day away from my classes.
Beneath is an example of the motion plan I put in my workshop booklets. The action plan was within the type of a collection of questions teachers would ask themselves.
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