Alternative PL
Professional learning refers to the process of acquiring new skills and knowledge through continuous education and training after joining the workforce. This could involve attending classes, workshops, getting certifications, or attending industry conferences to keep up with the latest trends and best practices in your field. Professional development is crucial for staying abreast of industry developments and networking with fellow professionals. In this section, you will find a complete professional learning guide, which I hope will prove useful for your future teaching practices.
INCORPORATING 5 KEY PRINCIPALES IN PL
Allison Gulamhussein (2013) suggests that traditional professional development methods are insufficient and must be substituted with a new approach to improve student learning outcomes. She proposes five crucial components to accomplish this objective, which I have adjusted to meet my own professional learning needs and those of my educational community, "Barrett Lee Early Childhood Center" in Channelview, TX.
In PL the goal is to implement a minimum of 50 hours to dedicate training, practice, planning, and monitoring before and during the school year.
1. Duration
In PL the support of the Instructional Coach and Staff is required before, during, and after, that is, delivery of resources, clarification of doubts, and supervision of implementation.
2. Support
Provide teachers with different resources adapted to their skills and needs, for the development of classroom dynamics, curiosity, and passion in the search for new and better teaching strategies.
3. Engagement
It is necessary that within the established time of the PL Duration, the teacher be exposed to several hours of modeling by the instructional coach and School District trainers.
4. Modeling
Teacher training must be instructed depending on the content of the grade being taught; in this case, all activities designed for teacher training must be focused on Pre-Kindergarten level.
5. Specific Content
Foster Collaboration
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In order for a shift to a digital ecosystem to be successful, it is important to impact administrative staff before teachers. The administrative staff should feel passionate about and see the positive impact that this change can bring.
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The transmission of information to teachers should create collaborative environments that experimentally build digital ecosystems, ultimately benefiting both teachers and students.
Who will lead what components?
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The administrative Staff Principals and AP are in charge of monitoring the data and aims.
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Instructional Coaches should support teachers by modeling and following up on project planning and implementation.
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Teachers are in charge of planning, self-study, self-assessment and implementation.
Audience and their needs
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Principals and AP's need to know how a digital environment can improve statistics and achieve the objectives of schools, information must be provided on what digital environments are, how they work, and the impact they have on the community.
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Instructional coaches need to know digital, teaching and leadership strategies as well as support material and activities depending on the grade and assignment level.
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Teachers needs include year-round training with specific content, tutoring, modeling, and access to resources.
References
Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf
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Texas Education Agency. (2022). 2022 Texas Prekindergarten Guidelines . https://tea.texas.gov/academics/early-childhood-education/2022-texas-pkg-comprehensive-guide.pdf