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TWO BENEFITS FOR THE PRICE OF ONE

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In times of change, the learner will inherit the earth while the learned will be ... CONCLUSIONS. WHO DARES TO TEACH MUST NEVER CEASE TO LEARN ~John Colton Dana ... – PowerPoint PPT presentation

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Title: TWO BENEFITS FOR THE PRICE OF ONE


1
TWO BENEFITS FOR THE PRICE OF ONE
  • Professional Development as a Key Strategy for
    Avoiding Legal Mishaps and Improving Student
    Learning
  • Robin L. Hegner

2
CHANGE
  • In times of change, the learner will inherit the
    earth while the learned will be beautifully
    equipped for a world that no longer exists.
  • Eric Hoffer

3
INTRODUCTION
  • Temptation to cut professional development
    spending as a means of balancing the budget.
  • Professional development must remain a clear
    priority in budget development.

4
INTRODUCTION
  • Successful school boards understand what all
    successful businesses understand the importance
    of ensuring that their employees stay current in
    their skills and knowledge.

5
INTRODUCTION
  • Teaching is a challenging, intellectual activity
    that requires
  • In-depth knowledge of academic disciplines
  • The ability to create interesting and challenging
    lessons for a variety of students and
  • The capacity to understand and appropriately
    apply educational research.

6
STRATEGY FOR AVOIDING LEGAL MISTAKES
  • Increasingly litigious society. Schools have not
    been immune from this, especially in the area of
    educating students with disabilities.
  • Numerous instances where school boards have lost
    legal disputes due to the lack of knowledge on
    the part of staff.

7
STRATEGY FOR AVOIDING LEGAL MISTAKES
  • Highly knowledgeable staff know to
  • Refrain from telling a parent that the school
    division does not have the time or money to make
    accommodations.
  • Avoid the assumption that, because a child has an
    IEP, he or she cannot handle honors level
    courses.
  • Avoid telling a parent that their child has a
    specific disability or needs a certain placement
    before any evaluations are conducted.

8
STRATEGY FOR AVOIDING LEGAL MISTAKES
  • Highly knowledgeable staff know to
  • Avoid referring a child for an evaluation without
    documenting efforts to assist the child in the
    current setting.
  • Refrain from telling the parent to see their
    doctor about getting medicine or to be tested for
    attention problems.
  • Ensure that the required composition of team
    members is at meetings.

9
STRATEGY FOR AVOIDING LEGAL MISTAKES
  • Highly knowledgeable staff know to
  • Avoid fulfilling a parents request for something
    that is educationally inappropriate simply
    because they want to get it over with.
  • Document conversations and activities.
  • Refrain from stating that they have only full
    inclusion and do not have self-contained classes
    for certain disability categories.

10
STRATEGY FOR AVOIDING LEGAL MISTAKES - Inclusion
  • No easy formula for successful inclusion. Must
    be based on the individual needs of the student
    with a disability.
  • Individuality is also an issue for staff.
    Teachers and administrators must change their
    views of education and how they educate.

11
STRATEGY FOR AVOIDING LEGAL MISTAKAES - Inclusion
  • Inclusion should not involve placing students
    without proper supports and services, trading the
    quality of a childs education for integration,
    or expecting general education teachers to teach
    without the support they need to teach
    effectively.
  • National Association of State Boards of
    Education - 1994

12
STRATEGY FOR AVOIDING LEGAL MISTAKES - Inclusion
  • Successful inclusion requires professional
    development in
  • Teaching techniques for students with
    disabilities.
  • The different types of disabilities that students
    have.

13
STRATEGY FOR IMPROVING STUDENT LEARNING
  • The number one factor that impacts student
    learning is the qualifications of the teacher and
    the teachers knowledge of the subject area he or
    she teaches.

14
STRATEGY FOR IMPROVING STUDENT LEARNING
  • Changing times requires changing methods
  • New laws related to student achievement.
  • Technological advances in the way students
    study, organize and research.
  • Ever-growing diverse student population.
  • Increased knowledge of what makes an effective
    teacher.

15
STRATEGY FOR IMPROVING STUDENT LEARNING - NCLB
  • The No Child Left Behind Act requires states to
    provide evidence that more teachers each year
    experience high-quality professional development.
  • NCLB Philosophy Student failure is preventable,
    even for students who are at risk.

16
STRATEGY FOR IMPROVING STUDENT LEARNING - NCLB
  • The purpose of Title II, Part A of the NCLB is to
    help states and school districts ensure that all
    students have effective teachers.
  • Effective teachers those teachers with
    subject-matter knowledge and teaching skills
    necessary to help all children achieve high
    academic standards, regardless of learning styles
    or needs.

17
DEFINITION OF PROFESSIONAL DEVELOPMENT - NCLB
  • Activities that
  • Improve and increase teachers knowledge of
    academic subjects and enable teachers to become
    highly qualified
  • Are an integral part of broad school-wide and
    district-wide educational improvement plans
  • Improve classroom management skills

18
DEFINITION OF PROFESSIONAL DEVELOPMENT - NCLB
  • Activities that
  • Give teachers, principals, and administrators
    knowledge and skills to provide students with the
    opportunity to meet challenging state academic
    content standards and student achievement
    standards
  • Are high quality, sustained, intensive,
    classroom-focused, and are not one-day or
    short-term workshops or conferences

19
DEFINITION OF PROFESSIONAL DEVELOPMENT - NCLB
  • Activities that
  • Support recruiting, hiring, and training of
    highly qualified teachers
  • Advance teacher understanding of effective
    instructional strategies that are based on
    scientifically-based research and improve student
    achievement, or substantially increase knowledge
    and teaching skills

20
DEFINITION OF PROFESSIONAL DEVELOPMENT - NCLB
  • Activities that
  • Are aligned with and directly related to state
    academic content standards, student achievement
    standards and assessments
  • Are developed with extensive participation of
    teachers, principals, parents and administrators
  • Are designed to give teachers of limited English
    proficient children the knowledge and skills to
    provide instruction to those children

21
DEFINITION OF PROFESSIONAL DEVELOPMENT - NCLB
  • Activities that
  • To the extent appropriate, provide training in
    the use of technology so that technology is
    effectively used in the classroom to improve
    teaching and learning
  • Are regularly evaluated for their impact on
    increased teacher effectiveness and improved
    student academic achievement, with the findings
    of the evaluations used to improve the quality of
    professional development

22
DEFINITION OF PROFESSIONAL DEVELOPMENT - NCLB
  • Activities that
  • Provide instruction in methods of teaching
    children with special needs
  • Include instruction in the use of data and
    assessments to inform and instruct classroom
    practice and
  • Include instruction in ways that school personnel
    may work more effectively with parents.
  • Title IX, Section 9101 (34)

23
STRATEGY FOR IMPROVING STUDENT LEARNING
Quality Teaching
  • IF, as a teacher,
  • (Carl Glickman, 2002)
  • I present the same lesson in the same matter that
    I have used in the past
  • I seek no feedback from my students
  • I do not analyze and evaluate work in a manner
    that changes my own emphasis, repertoire or
    timing
  • I do not visit or observe other adults as they
    teach

24
STRATEGY FOR IMPROVING STUDENT LEARNING
Quality Teaching
  • I do not share the work of students with
    colleagues for feedback, suggestions and
    critique
  • I do not attend particular workshops or seminars
    and read professional literature on aspects of my
    teaching
  • I do not welcome visitors with experience and
    expertise to observe and provide feedback on my
    classroom practice

25
STRATEGY FOR IMPROVING STUDENT LEARNING
Quality Teaching
  • I have no individualized professional development
    plan focused on classroom changes to improve
    student learning and finally,
  • I have no systematic evaluation of my teaching
    tied to individual, grade/department, and
    school-wide goals,
  • THEN. . .

26
STRATEGY FOR IMPROVING STUDENT LEARNING
Quality Teaching
  • I HAVE ABSOLUTELY NO WAY TO BECOME BETTER AS A
    TEACHER.

27
STRATEGY FOR IMPROVING STUDENT LEARNING
  • Quality teaching requires that teachers
  • Deepen their content knowledge and become
    intellectually engaged with their subject-matter
  • Learn research-based instructional strategies
    that are aligned with their content standards
  • Acquire knowledge of assessments so they can
    monitor student progress and adjust accordingly
  • Understand and appreciate all students.

28
STRATEGY FOR IMPROVING STUDENT LEARNING
Parental Involvement
  • Students whose parents are involved are more
    likely to succeed.

29
STRATEGY FOR IMPROVING STUDENT LEARNING
Parental Involvement
  • We must invest in professional development that
    provides educators with the knowledge and skills
    necessary to involve parents in their childrens
    education.

30
COMMUNICATION ERRORS
  • Giving parents the impression that you, as a
    school official, have all the answers as to what
    is appropriate for their child.

31
COMMUNICATION ERRORS
  • Failing to learn about individual disabilities,
    try something new, or review information offered
    by the parent.

32
COMMUNICATION ERRORS
  • Failing to walk in the parents or childs shoes.

33
COMMUNICATION ERRORS
  • Failing to conduct oneself in an appropriate and
    professional manner.

34
QUALITY PROFESSIONAL DEVELOPMENT
  • Most effective when grounded in specific academic
    content.
  • Based on a review of data to identify the
    learning needs of students in the school
    district.
  • Developed by everyone who affects student
    learning, not by a top-down approach.

35
QUALITY PROFESSIONAL DEVELOPMENT
  • Allows teacher to have an understanding of the
    principles behind the teaching strategy, observe
    an expert modeling the strategy, and practice the
    strategy with peer coaching.
  • Requires evaluation by frequent follow-up and
    monitoring.
  • Embedded in the everyday life of the school.

36
CONCLUSIONS
  • All organizations find resources for what they
    consider important.

37
CONCLUSIONS
  • We must see teaching as a complex and
    intellectually demanding job that requires the
    same type of rigorous preparation and career-long
    learning expected from other professionals.

38
CONCLUSIONS
  • WHO DARES TO TEACH MUST NEVER CEASE TO LEARN
  • John Colton Dana
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