The Past and the Present
Professional Readings
Five Phases of
Professional Development
Badges, Pathways and Success Plans
Most schools ask students to think
about their goals beyond high school. Whether it’s called a “Personal Learning
Plan,” a “Student Success Plan” or an “Individual Learning Plan,” schools want
students to consider what they might want to do after graduation – and thus be
able to take steps to achieve those goals.
Digital Badges can help students
track their progress towards those goals. As part of the success plan, students
might be encouraged to select specific badges to complete in order to pursue
those goals. For example, a student interested in video game development could
look to earn badges in computer programming, art (for the graphics) and writing
(for the storytelling).
In Richer
Picture, schools can set up Pathways. These can
be combinations of badges that students will find useful to pursue different
fields. By defining the badges, the school can also set up the specific steps
that students can pursue within the school. For example, the student could use
a course mapper to determine which classes will be most useful for completing
the pathway. The school could also set up requirements for the badges that
include both in- and out-of-school experiences.
We’ll be talking about
this topic in more detail in our webinar next
Thursday, December 14, 2017, at 3:00 pm Eastern . We hope you can join us!
Five Phases of
Professional Development
Too often, teachers say that the professionaldevelopment they
receive provides limited application to their everyday world of teaching and learning.
Here The North Central Regional Educational Laboratory shares a five-phase
framework that can help create comprehensive, ongoing, and — most importantly —
meaningful professional development.
The North
Central Regional Educational Laboratory has developed a research-based
professional development framework that promotes ongoing professional
development and encourages individual reflection and group inquiry into
teachers' practice. In practice, the five phases overlap, repeat, and often
occur simultaneously:
·
Building a Knowledge Base.
The purpose
of this phase is to acquire new knowledge and information and to build a
conceptual understanding of it. Activities in this phase might include goal
setting, assessing needs, participating in interactive workshops, and forming a
study group.
·
Observing Models and Examples.
The purpose
of this phase is to study instructional examples in order to develop a
practical understanding of the research. In this phase, one might participate
in activities such as school and classroom visitations, peer observation, using
instructional artifacts, co-planning, and listening to or watching audio and
video examples.
·
Reflecting on Your Practice.
The purpose
of this phase is to analyze your instructional practice on the basis of new
knowledge. Activities in this phase might include the use of journals or
teacher-authored cases for collegial discussion and reflection.
·
Changing Your Practice.
The purpose
of this phase is to translate your new knowledge into individual and collaborative
plans and actions for curricular and instructional change. Activities might
include action research, peer-coaching, support groups, and curriculum
development.
·
Gaining and Sharing Expertise.
The purpose
of this phase is to continue to refine your instructional practice, learning
with and from colleagues while also sharing your practical wisdom with your
peers. Activities in this phase might include team planning, mentoring or
partnering with a colleague, and participating in a network.
Used with permission of Learning Point Associates.The North
Central Regional Educational Laboratory. (n.d.). Five Phases of Professional
Development. Retrieved May 20, 2009, from
Source: http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd2fiph.htm.
i.
Introduction
Can we predict
what would be our future? Can we dictate ourselves in the future?Our
profession? What would you like to be? What are your favorites to tell your
course match? Is there any mismatch observed? That are the questions I
collected coming from the deepest part of my mind and heart. The questions that
still need answers, as my life continue. I am an existentialist, they said,
that is why I have so many questions. But is this profession my future profession?
ii.
Summary/Discussion
The two
professional readings discusses what are the tracks that students needs to have
for their future and tackles about what are the good traits teachers must
possessed. In the first reading entitled, “Badges Pathways and Success Plans” which discussed the pathways of
students going to their professions someday. What they will choose or need to
choose based on their talents and skills. They were giving badges so that they
will determine in what skills they excel most. Meanwhile, in the second
readings entitled, “Five Phases of
Professional Development”, discussed
how to be a good professional teacher. What are the qualities of being a good
teacher? How to gain knowledge or acquire more skills and knowledge coming for
others? How to convert from traditional teacher to the modern one?
iii.
Reflection
I remembered
when I was in elementary and high school, many of my teachers asked us “What
you want to be someday?”. This question was I always heard and became
part of my everyday life. “ What I want to be someday? In elementary, I wanted
to be a computer scientist then became an agriculturist. In my high school
days, my dream was to become an entrepreneur. Teaching was the profession that
I never expected to although in my heart, I like to be a teacher. Now, I am now
a teacher, a practice teacher, and a would to be teacher someday, I would like
to gain more my knowledge and skills, to improve myself more because this is
the course I have taken so far. I do not know my future, but this profession is
in my heart and soul now. This profession I have now is the answer to all my
teacher who inspires me from what I am now.
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