Professional Development Training & Courses
Professional development is learning to earn or maintain professional credentials such as academic degrees to formal coursework, conferences and informal learning opportunities situated in practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage. There are a variety of approaches to professional development, including consultation, coaching, and communities of practice, lesson study, mentoring, reflective supervision and technical assistance.
Professional development is not only about your leadership style and quality. It is all about your self-development. This self-development deliberate practice can help teachers consistently improve their teachings.
Educators often say that practice makes perfect. But what should the practice look like?
Research reveals that not all practice is equally useful. Mindless repetition is an inefficient way to improve any skill, and short sessions of high-quality, deliberate practice matter much more than a larger quantity of such repetition.
How can a teacher improve deliberate practices? What they have to do every day?
You have to identify five essential principles of improving teaching through practice.
- Push beyond comfort zone
- Work toward well-defined and specific goals
- Focus intently on practice activities
- Receive and respond to high-quality feedback
- Develop a mental model of expertise
What Should You Practice for Corporate Development?
Firstly to push beyond comfort zone. One area of your teaching you have been working on is facilitating discussions. You will be much more comfortable with other aspects of teaching routine, like managing group work, giving explicit instruction, and summarizing key ideas from a group task. Facilitating a purposeful, meaningful discussion might be much harder for you, which makes it a good candidate for deliberate practice.
Secondly to work toward well-defined and specific goals. Facilitating discussions is one possible goal, but you can find even more concrete parts of facilitating discussion to work on. You can focus specifically on this one element of discussions to practice purposefully and make the most of your effort.
As You improve at selecting and sequencing. You can move on to other organizational goals. Perhaps teaching students to build off of each other’s ideas. Practice continues, focused on the principles of pushing my comfort zone and focusing on specific goals.
What Does Deliberate Practice Look Like?
The third deliberate practice is to focus intently on practice activities. Focus should be on quality over quantity. A short session of high-quality practice will help you improve more than intermittent efforts directed toward vague improvement. Instead of trying to improve the quality of every discussion you engage in. Focused practice doesn’t necessarily mean focusing more in the moment. Instead, it means finding more ways to examine, unpack, and learn from practice.
The fourth to receive and respond to high-quality feedback. This one is tough. Many teachers don’t have access to feedback on a regular basis. One advantage of the voice recorder strategy is that, if you can’t find another teacher to give me feedback, hearing yourself teach allows me to give yourself more useful, objective feedback. If another teacher is able to observe you, You can focus their feedback by asking them specific questions about your current goals or by asking them to observe a particular moment in class.
What Knowledge Do Teachers Need?
The final principle of deliberate practice is to develop a mental model of expertise. You want to work to improve discussions in your class with a clear vision of what a great discussion looks like, the components of those great discussions, and how a discussion fits into a larger trajectory of student learning. You can do this by observing other teachers, looking to outside resources to identify new goals, and finding new perspectives on what excellent teaching looks like. Comparing your teaching with your mental model helps me to self-monitor and becomes its own source of feedback, further improving my teaching.