5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning and promotes best practices in teaching, learning, and assessment.
Reflection
The Coaching Journal was completed to reflect on face-to-face professional learning provided to promote best practices in teaching, learning and assessment. The Coaching Journal entails strategies used, skills and affective changes, and reflections on challenges and solution during a series of sessions.
Standard 5.2, Professional Learning establishes expectations for developing and implementing professional learning aligned to state and national professional learning standards and integrates technology to support face-to-face and online components; and for modeling principles of adult learning, promoting best practices in teaching, learning, and assessment. This artifact demonstrates my ability to develop and implement professional learning aligned to state and national professional learning standards and integrate technology to support face-to-face components for modeling principles of adult learning and assessments. The Coaching Journal details strategies that are aligned to state and national professional learning standards. Professional learning that increases educator effectiveness and results for all students occurs within learning communities, requires skillful leaders, requires prioritizing resources, uses a variety of sources, integrates theories and research, applies research on change, and aligns its outcomes with performance standards (learning forward.org). The professional learning integrated technology that supported face-to-face and online components; it was conducted over a month with four separate sessions. The professional learning covered the implementation of Illuminate, a web-based assessment and learning system. It modeled principles of adult learning by allowing the participant to create assessments that could be used in the classroom. The professional learning promoted best practices in teaching, learning, and assessment by providing the participant step by step instructions.
The professional learning allowed me the opportunity to work with a new teacher from a different grade level. One thing I would do differently is work with someone at the same school; this would have allowed me the opportunity to model the assessments with the students.
The artifact impacts student learning and faculty development by helping the new teacher create online assessments aligned to the state standards. The impact can be assessed by student improvement on end of course assessments and the teacher’s ability to use the assessments to improve teaching and learning.
References
Learningforward. Standards for professional learning. Retrieved from www.learningforward.com
Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning and promotes best practices in teaching, learning, and assessment.
Reflection
The Coaching Journal was completed to reflect on face-to-face professional learning provided to promote best practices in teaching, learning and assessment. The Coaching Journal entails strategies used, skills and affective changes, and reflections on challenges and solution during a series of sessions.
Standard 5.2, Professional Learning establishes expectations for developing and implementing professional learning aligned to state and national professional learning standards and integrates technology to support face-to-face and online components; and for modeling principles of adult learning, promoting best practices in teaching, learning, and assessment. This artifact demonstrates my ability to develop and implement professional learning aligned to state and national professional learning standards and integrate technology to support face-to-face components for modeling principles of adult learning and assessments. The Coaching Journal details strategies that are aligned to state and national professional learning standards. Professional learning that increases educator effectiveness and results for all students occurs within learning communities, requires skillful leaders, requires prioritizing resources, uses a variety of sources, integrates theories and research, applies research on change, and aligns its outcomes with performance standards (learning forward.org). The professional learning integrated technology that supported face-to-face and online components; it was conducted over a month with four separate sessions. The professional learning covered the implementation of Illuminate, a web-based assessment and learning system. It modeled principles of adult learning by allowing the participant to create assessments that could be used in the classroom. The professional learning promoted best practices in teaching, learning, and assessment by providing the participant step by step instructions.
The professional learning allowed me the opportunity to work with a new teacher from a different grade level. One thing I would do differently is work with someone at the same school; this would have allowed me the opportunity to model the assessments with the students.
The artifact impacts student learning and faculty development by helping the new teacher create online assessments aligned to the state standards. The impact can be assessed by student improvement on end of course assessments and the teacher’s ability to use the assessments to improve teaching and learning.
References
Learningforward. Standards for professional learning. Retrieved from www.learningforward.com