Getting The Most Out Of Professional Development

Getting The Most Out Of Professional Development
Training is in fixed flux. Gone are the times when a trainer learnt all that is needed to know at lecturers' college. Teachers have to be continually upgrading their qualifications or enhancing their teaching skills by attending regular professional development. This was made plain to me once I turned a Head of Mathematics. One of my most essential duties was the professional development of my staff. Nonetheless, that also meant that I had to embark on constant professional development earlier than I may fulfill my responsibility to develop my staff.

Typically, the professional development I attended was mandated by the academic writerity and I had to pass it down the line. I had to develop a strategy to get the most out of those opportunities in order that I may give good feedback to my staff.

Here is how I went about it. Obviously, I would wish to take notes in the workshop but they wanted to be targeted on how I needed to pass the information on. Therefore, I would divide my note pad down the middle. The left side was headed "New Information" and the best side "What Action Shall I Take". On the left hand side, I'd note the new idea/instruction in blue. On the fitting hand side, I'd write in red what action I wanted to take. The subsequent day I might develop an action plan. That would include what I wanted to do to get the ideas across to my staff. One essential part of this motion plan was to write a report that went to all. Usually, it led to my giving the staff a brief workshop.

This eventually led me to current professional development workshops to academics from other schools. In those workshops, I challenged my audience to depart the workshop with an motion plan. The truth is, in the workshop booklet, I included a mannequin motion 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 idea that I might implement in my lessons the following day. I knew that I wanted to 'strike while the iron is scorching' or the professional development would just become a 'nice' day away from my classes.

Under is an instance of the motion plan I put in my workshop booklets. The motion plan was in the form of a collection of questions teachers would ask themselves.

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