Question 1
Professional development is cardinal for the learning of both students and teachers. There are various models of professional development and these include lesson study, utilization of study groups, Looking at student work, observation/assessment and open classrooms. Observation is where a teacher’s performance is observed by a trained professional and the immediate feedback regarding the work of the teacher is recorded XX in a XXXX such XX a spreadsheet graph. This XX crucial for XXXXXXXX to XXXXXXX their XXXXXX and XXXXXXX XXXX XXXXXX XXXX will enhance XXXXX performance. The open classroom XXXX focuses XX XXX XXXXXXXX of XXX XXXXXXX. This is XXXXXXXXXXXXX XX an observation XX XXX XXXXXXX’s in classroom XX XXXXX colleagues and XXXX later a XXXXXXXXXX is held to benefit XXXX XXXXXXX XXX help them XXXXXXX XXXXX skills. XXXXXX study XXXXXXXXXXXX collaborative XXXXXXXX by teachers in XXXXXXXXXXX or improvement XX a XXXXXX. XX is XXXX XXXXXX in a classroom and the XXXXXXXXX changes are done. The teacher then collects data XXX the purpose of XXXXXXXXXXX XXX impact XXXX XXX lesson has had XX the learning of XXX student.
This XXXXXXX is XXXXXXX out over a period of months. XXXX XX crucial for XXXXXXXXX XXXXXXX ability XX XXXX XXXXXXXXXXXX and XXXXXX lessons. XXXXX groups XXXXXXX formal XXXXXXXXXXXX and exchange of XXXXX XXXXXXX teachers XXXXXXX XXXXXXXXXXX. XXXX XXXXXX XXXX to collaborate XXX discuss XX a particular issue XXXX XXX XXX of finding a XXXXXXXX to a certain XXXXXXX. XX a principal, I would choose the XXXXXXX at student XXXX professional model. This XX because it XXXXXX XXX the XXXXXXXXXXXXX of the teacher XXX the XXXXXXX. Here, XXX teacher is able XX XXXXX out a self-study XXX an XXXXXXXXXX that is XXXXXXXXX in nature to XXXXXXXXXXX XX XXX work XX each XXXXXXX (XXXXX,XXXX). In the XXXXX XX this XXXXXXXXXX, the teacher is able to collaborate XXXX XXXXXXXXXX and XXXXXXX the work XX their XXXXXXXX so XXXX XXXX can assess how each of XXXX XXXXXXXX a particular XXXXXX and how it has impacted XXX comprehension XX XXX student. XXXX XXXX cements the XXXXXXXXXXXX of the teacher and the student.
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Burns, X. (XXXX, XXXXXXXX XX). Five Models of XXXXXXX-Centered Professional Development. XXXXXXXXX XXXXXXXX 3, XXXX, fromXXXXX://www.globalpartnership.org/XXXX/five-XXXXXX-teacher-XXXXXXXX-professional-XXXXXXXXXXX.
XXXXXXXX 2
Teachers and XXXXXXXX XXXX different XXXXXXXXX all together. For XXXX reason, it is XXXXXXX for XX XX enhance XXX XXXXXXXXXXXXXXX of XXXXXXXXXXXX XXXXXXXXXXX XX XXXXXXXXXX XXXXXXXXXXXXXX instructions for XXXXXXXX XXX students. For XXXX to XXXX XXXXX, the XXXXXXX XX XXXXXXXXXXXX XXX teachers and XXXX XXXXXXXX development of the professional knowledge XXX abilities XX XXX teachers with a focus XX their strengths XXX XXXXXXXXXX. The implementation XX connecting the XXXXXXX XXX XXXXXXXX XXXXXXX XXXXXXXXXXX XX an effective XXXXXXXXXXXX XXXX be crucial XXX the XXXXXXXXXXXXXXX XX learning XXX XXXXXXX professional XXXXXXXXXXX.
The cementing of relationships XXXXXXX teachers and XXXXXXXX XXXXXXXXXXX with XXXXX XXXXXXXX shifts focus to the XXXXXXX XXXXX later XXXXXXX the XXXXXXX in the identification of XXXXXXX to XX XXXXXX XXX how XXXX XX XX XX XXXXXXXX (XXXXXXX,XXXX). XXXX XXXX personalize the XXXXXXXXXXX of the teacher and also the learner. As a XXXXXX, XXX XXXXXXX XX able XX XXXXXXX personally and professionally XXXXXXX XXXXX relationships. To enhance XXXX, I XXXXX consider XXX XXXXXXXXXXXXXX of XXXXXXX teacher XXX XXXXXXX XXXXXXXX XXXXX each XXXXX holds a XXXXXXX XXXXXXX XXX a XXXXXXX-XXXXXXX evaluation so XXXX parents XXX XXXXXXXX of XXXXX XXXXXXXX. The XXXXXXXXXX of monthly XXXXXXX by teachers XXX XXXXXXX XX XXX office of the XXXXXXXXX will XXXX heighten XXX personalization XX professional XXXXXXXXXXX of XXXXXXXX XXXX XXXXXXXXX XXXXXX and abilities. The implementation of XXXXXXXXX assessment XXXXX teachers in skill training XXXXXXXX will XXXX be XXXXXXX.
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Redding, S. (XXXX). Competencies XXX XXXXXXXXXXXX XXXXXXXX. XXXXXXXX on personalized learning for XXXXXX, districts, and schools, X-18.
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