What do you think of when you see or hear “teacher professional development”? Do you envision lively discussions where everyone in the room is fully engaged and participating in the trainer’s presentation? Or maybe you imagine teachers sitting passively, flipping through pages of materials and checking the time. Why is the latter the typical reaction? Because it describes the extensive experience of most of those who have had to spend hours of teacher professional development that was expected to motivate, but which led to feelings of apathy and frustration due to wasted time.
School and district administrators and instructional coordinators have primary responsibility for planning teacher professional development that promotes teacher instructional practices, supports student learning and academic improvement, and aligns with student goals. state, district and school educational As technology continues to have a greater impact on how teachers teach and how students learn, it is essential to find professional development that can lead to consistent strategy application and high engagement. what are some some key considerations to plan transformative professional development?
- The professional development service provider can customize the content to make it comprehensive and meaningful, making the sessions agnostic.
- The services and contents are responsiblewith subject matter experts (SMEs) who can communicate clearly with your organization and provide ongoing follow-up and support.
- Teachers have multiple opportunities to practice new skills, including those related to technology to make it accessible.
To download an infographic on the full list of key considerations when planning a teaching DP, click 5 Key Considerations When Developing a Professional Development Program.
Of course, there are more considerations that can really make the difference between a passive, forgotten professional development session and an active, applied professional learning experience. Organizations that collaborate with districts and schools to design and implement robust and engaging professional learning sessions that include ongoing support from teachers are standouts for administrators. For example, EOS Education works with several large school districts such as Clayton County Public Schools (Clayton County, GA) and Phoenix Union High School District (Phoenix, AZ), creating personalized services and sessions that help teachers maximize the use of technology and products, allowing them to move beyond basic skills into more dynamic and interactive uses of technology and tools.
dr. alex leis, EOS Education, stated: “All of the support programs that we (Clayton County Public Schools) offer to teachers are aligned and complement each other, and all of the District’s digital resources are supported by our team (Digital Learning Specialists). . With this comprehensive partnership, teachers can choose to learn in their preferred modality to meet their individual needs. Because we provide a variety of training opportunities knowing that teachers’ comfort levels with technology vary, each can receive the right level of support.” To learn more about the success story of EOS Education and Clayton County Public Schools, read Clayton County Public Schools benefit from personalized professional development.
EOS Education has a robust portfolio of professional development offerings that can be customized to fit the unique needs of a district or school. Training can be facilitated in person, online, or a combination of both to best meet the limited schedules and demands of running a busy district or school. To learn more about the award-winning EOS Education and explore their course offerings, click here: EOS Professional Development.
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