State and District Academic Standards Professional Development

Maximize Instruction Through Professional Development

Darius Washington

Professor Erwin

EAD: 523

November 28, 2022

Learning objectives

Objective 1: To provide teachers with an opportunity to maximize time spent on quality instruction related to effective classroom engagement.

Objective 2: To provide teachers with an opportunity to discuss how to maximize time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.

Objective 3: To provide teachers with the tools necessary for maximizing time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.

Time scheduling

Using effective teaching strategies such as active learning, collaborative learning, and problem-solving to maximize time spent on quality instruction (Adams, 2020). student assessment of their progress towards mastery of content and skills, peer feedback, observation and reflection from peers and teachers on their teaching practice, etc.

2). Timeline or schedule of the presented session:

2).1 - Start time: 9:00 am (8:30 am if there is a lunch break)

2).2 - End time: 12:00 pm (11:30 am if there is a lunch break)

Aligned Presentation and Any Activities

Teachers play an essential role in shaping student learning through engaging activities that promote student engagement. This includes using guided discovery to engage students in exploring new topics or concepts, providing opportunities for students to practice skills, and providing opportunities for students to demonstrate mastery of content areas through assessment activities. Teachers also play an essential role in setting expectations for student performance on assessments and using these assessments as data points for determining how well students progress toward specific goals and objectives within their content areas.

To maximize time spent on quality instruction, teachers must be committed to creating effective classroom environments that support student learning. One way we can do this is that The presenter will facilitate the session, and participants will learn to use the three-dimensional model of motivation to make instructional decisions.

Theories

The presenter will introduce the ARCS Model of Motivational Design Theories or another motivation theory of choice and use it to design adequate professional development opportunities for teachers. The presenter will share how this model can be used in planning professional development sessions. The presenter will begin by explaining that the goal is to help teachers understand how they can maximize time spent on quality instruction related to effective classroom engagement that aligns with their school vision and mission. The presenter will first use data from past sessions to demonstrate how much time teachers spend on certain activities during professional development (Monaco, 2020).

Then they will discuss how they can maximize their time spent on those activities to create a better learning environment for their students. The presenter will then show examples of how these activities align with the standards and discusses why they are essential for student learning. The presenter will also provide examples of student engagement practices identified through data analysis as especially beneficial for students learning outcomes. They include: comparing what happens in my classroom versus what happens in other classrooms; sharing observations.

Accounting plan

Accountability plan to ensure that participants make data-driven, student-centered instructional decisions and implement in their classroom what was presented in the session. After the presentation, I will ask the students what they thought about what we discussed and what kind of changes would help improve their learning environment at school .How does this type of learning environment benefit them? What are some things that could be done differently or better? Then we'll break up into groups and each group will choose one specific change they think would.

References

Adams, J. P. (2020). Review of improving instruction through supervision, evaluation, and professional development.  Education Review // Reseñas Educativas,  23. doi:10.14507/er.v23.1898

DiPaola, M., & Wagner, C. A. (2020).  Maximize Instruction Through Professional Development and sustsinability (2nd ed.). IAP.

Monaco, S. A. (2020). Improving reading instruction through data-driven professional development within the response to intervention model. doi:10.17760/d20002388