Support Teachers' (trainers) Professional Development, Part 4 (Research Proposal Sample)
. 1. Make revisions to assignment 3 based on feedback from your professor 2. Determine at least (3) benefits of and one (1) limitation of peer coaching or mentoring. 3. Propose at least three (3) artifacts and the rationale for their inclusion in a portfolio 4. Analyze three (3) key issues and challenges of confronting marginal teaching, proposing at least one (1) way to address marginal teaching. 5. Propose at least three (3) reasons for continued professional development and at least two (2) ways a nonsupervisory can foster professional development at his/ her school. 6. Develop an annotated list of at least five supervision and leadership skills to be addressed in the workshop. 7. Propose one (1) instructional activity, along with a rationale for the activity that requires the attendees to participate as a group and produce a teacher resource for peer coaching. 8. Propose one (1) instructional activity, along with a rationale for the activity that requires the attendees to participate as a group and produce a teacher resource for evaluating portfolios. 9. Propose one (1) instructional activity, along with a rationale for the activity that requires the attendees to participate as a group and produce a teacher resource for evaluating and guiding marginal teachers. 10. Provide at least three (3) relevant and credible refrences published within the last 5 years. -- Assignment should be double spaced, using Times New Roman font (size 12) --Include a cover page containing the title of assignment, student name, professors name, course title and the date. The cover page, revision of the previous assignment, and the refrence page are not included in the required assignment page lenghtsource..
Support Teachers' Professional Development
Support Teachers' Professional Development
Efficient research in schools continue to be conducted where it has connected collaborative actions and collegiality amongst teachers, bringing great gain in the student learning. Programs such as mentoring and peer coaching are becoming widely used as education researchers’ advocate for it. This is because of various benefits in the program (Light, Calkins & Cox, 2009). These processes are normally considered as more formal and extensive approach. One of the benefits of mentoring is the fact that it uses experienced teachers of master levels, who assist and support the novice teachers as well as experienced teachers who are new in the district. In addition, there is registration of numerous benefits in this practice as it reduces the feeling of isolation since the teachers will have ample time of interacting. Through peer coaching, the teachers are capable of implementing new strategies of teaching very effectively that they wouldn’t have known through other means. This is because they are taught by more experienced teachers who don’t hold back any information. The positive school climate is also a benefit that teachers enjoy through exchange of ideas and they get to familiarize themselves as a stronger bond is formed in the process. Moreover, the faculty is revitalized through the new ideas and strategies of learning, making the teaching experience fun and uncomplicated.
However, one of the limitations of peer coaching and mentoring is that some education centers fail to collaborate with the management and organization of coaching and mentoring. This deprives the management the sufficient time required to train the teachers. This means that only a number of education centers provide this system while others remain in the initial level.
Peer coaching and mentoring
Peer coaching and mentoring are professional enhancement processes that require teachers the agreement of the teachers to participate. It strives to offer learning opportunities that permits teachers in further developing and sharing their professional abilities, as well as knowledge and understanding. Moreover, peer coaching and mentoring is focused on teachers’ observations in the classroom, although it can also involve other aspects. In order for the program to be effective, teachers being observed are required to trust observers, being comfortable about them while in class. The practice in class should be about offering further shared insights regarding what usually takes place in the classroom. Therefore, observer teachers should not make additional work as the aim is even to reduce workload. Peer coaching and mentoring also advocates for a reciprocal and mutual approach in which the two teachers gain the opportunity of observing and being observed as well as giving and receiving feedback. In whichever t...
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