Means Of Professional Development Research Articles

Partnering with a Purpose: Developing Teachers and Leaders through a Faith-Based and Public Partnership

The challenges of maintaining a strong teacher pipeline are significant and have far-reaching consequences. Teachers who receive effective training, mentor support, and meaningful professional development are more likely to remain in the field. One way of supporting new teachers is through the development of public-private partnerships. This essay describes and discusses the successful partnership established between a faith-based university and a local school district to provide educational and training opportunities to new teachers.

An evaluation of professional development for staff working with nursing students in distress.

Clinical learning experiences are known to exacerbate nursing student anxiety, causing them to present to clinical placement in distressed, meaning anxious, states. Students already living with anxiety are also more likely to suffer setbacks at this time. Supervising Registered Nurses (RNs), in the clinical settings, struggle to support this student cohort. A professional development activity was designed to introduce RNs to higher education and nursing students’ known mental health concerns (such as anxiety) and to arm them with strategies for working with distressed students. A research approach that enabled researchers to collaborate with participants was employed to design the intervention. A study evaluated the impact of the educational intervention with 45 Australian RN supervisors. Two tailed T‐tests were chosen to explore the statistical difference between pre‐ and post‐test mean results across the survey items. A 95% confidence interval was used. Statistical significance was set at <0.05. The evaluation indicated the activity could be useful for improving supervising RNs’ mental health literacy, thus enhancing their understanding of how to work with distressed students. Participants recommended the activity be offered to any staff supporting student clinical learning. Collaboration between nursing researchers and nursing clinical staff produced a meaningful professional development activity and motivated the participants to increase their mental health literacy and understanding of strategies to support distressed students. Future projects should adopt similar approaches that would support both RNs’ ability to support students’ during clinical learning and students in distress would also benefit.

Microteaching: An Opportunity for Meaningful Professional Development

Microteaching is a way of doing professional development for teachers wanting to incorporate new evidence-based and high-leverage practices into their instructional toolboxes. Given how much work is required in teaching and the limited time professionals have available, microteaching is an accessible process that supports instructional improvement by practicing evidence-based and high leverage strategies. Professionals, working with a small group of peers, engage a four-phase process that includes planning, enactment of a strategy, as well as individual and group reflection. Professionals use the opportunity to explore a teaching strategy that is responsive to student needs in the context of critical friends. Having an opportunity to try it out before introducing it in the classroom can be a valuable way to work out bugs, discover aspects that need development, and build a sense of efficacy. Microteaching is a way to support collegial growth by seeing into each other’s classroom practice.

Adapted Physical Education Teachers’ Job Satisfaction

Grounded in occupational socialization theory, the authors examined adapted physical education (APE) teachers' job satisfaction. Twelve (nine female and three male) APE teachers who had 3-43 years of teaching experience participated in the study. A semistructured interview was employed. The interviews focused on the participants' roles and responsibilities. The following questions guided this study: (a) What social agents positively impact APE teachers' job satisfaction? (b)what APE teachers' roles and responsibilities are related to job satisfaction? and (c)what type of working conditions are linked to APE teachers' job satisfaction? Thematic analysis was employed to analyze the data. The following four themes emerged from the analysis: (a) support from administrators, physical education teachers, and colleagues; (b)relevant and meaningful professional development; (c)itinerant working conditions; and (d)seeing students' progress and achievement. The results of this study provide several implications to enhance APE teachers' job satisfaction.

An Inclusive Workshop Centered on Assessment of Biochemistry and Molecular Biology Student Learning Outcomes

Assessment of student learning is a cornerstone of biochemistry and molecular biology (BMB) education. Yet few BMB instructors receive meaningful professional development in best practices in assessment. To promote such training in the BMB education community, we conducted a workshop on writing questions for summative assessment in the summer of 2020. Recognizing the individual and institutional homogeneity in our BMB education community, we recruited workshop participants primarily from the Southeastern United States due to the multitude of Historically Black Colleges and Universities and Hispanic-Serving Institutions in the region. 28 participants were selected to provide diversity in individual and institutional demographics. Led by six members of the ASBMB Accreditation and Certification Exam Team, the online workshop, spread across nine days, featured whole-group discussions interspersed with small-group activities. Post-workshop surveys revealed significant gains in self-reported professional development in assessment creation. Surveys also highlighted the inclusive environment of the workshop. 43% of the workshop participants were subsequently recruited into the ASBMB Certification Exam Team, providing fresh voices and perspective to the group. This workshop is an excellent example of how the intentional partnership with individuals and institutions from historically marginalized populations can begin a movement toward necessary and meaningful change in the BMB education community.

The hullabaloo of schooling: the influence of school factors on the (dis)continuation of lesson study

ABSTRACT This study examines which school factors schools report influence their (dis)continuation of lesson study, a professional development initiative, and how after a four-year, cross-school lesson study project ends. To examine this, the framework on three types of school factors (features of employment, malleable school processes and fixed school characteristics) and the concept of organisational routines are used. Semistructured interviews were held with 21 teachers and 15 school leaders from the 14 schools who participated in the project. Findings show schools reported nine school factors that influenced their (dis)continuation of lesson study after the project: five features of employment (part-time appointment, turnover, (un)planned leave of absence, work location and beginning teachers), three malleable processes (policies on improvement, scheduling and school finances), and one fixed school characteristic (school size). School factors were reported to constrain schools from making lesson study a repeated practice in the school, performing its core features, and ensuring collective attendance. Two narrative portraits revealed that the simultaneous occurrence of school factors made continuing with lesson study especially complex and limited schools’ ability to move beyond shortened and simplified initiatives to more rich and meaningful professional development.

PRIMARY ENGLISH TEACHERS PROFESSIONAL DEVELOPMENT DURING COVID19 PANDEMIC: A PRELIMINARY RESEARCH

There have been many ways offered as professional development (PD) for language teachers as well as conferences discussing its trends and alternatives. However, the world is facing CoVid19 pandemic that changes the context and media of English language teaching and learning in primary classrooms at present. Therefore, there is a need for novice teachers to be equipped by ways and opportunities in professional development that suit with the existing context and available media to apply PD. A preliminary cross-sectional survey was done in late July 2020 to get feedback on the ways primary English teachers of two private schools in West Jakarta did professional development. Possible solutions and opportunities are offered to assist them having a sustainable and meaningful professional development in the future during home-based learning (HBL) due to CoVid19 pandemic.The conclusion of the research is the primary English teachers have done various PD ways and need internal and external support from the school and local government mainly in the infrastructure, in order to provide the best possibility of the new learning experience with the students in the online classroom.&#x0D; &#x0D;

Democratising knowledge through action research: theoretical reflections and challenges in the field

ABSTRACT The article reflects on ways in which the use of participatory action research (PAR) in a study to improve the teaching of English as a second or additional language, promoted knowledge democracy. In the article, we pay special attention to how nine Senior Phase/Junior Secondary (Grade 7–9) school-teachers of English as a second or additional language, together with two researchers/the authors, reflected and identified factors that needed to be engaged with to improve teaching and make learning English meaningful to the Bafokeng children’s language, community values and ways of living. In developing the partnerships that were crucial for PAR, first, we acknowledged and affirmed how the teachers described and accounted for their teaching and, second, how together with the researchers, individually and collectively co-produced knowledge democratically about the teaching that was studied and how it could be improved. The argument is that without the partnerships that were developed and continuously constructed during field-work, the collaborative ways of identifying how to improve the teaching of English while recognizing language, values and ways of living they brought into lessons would have been impossible. Finally, the article reflects on the conditions that made the partnerships and roles played by all eleven participants in the study crucial in laying the foundations for meaningful professional development for the teachers.

A Model of Positive School Leadership to Improve Teacher Wellbeing

Teacher wellbeing is critical for effective implementation of positive education programs (Quinlan 2017; Slemp et al. 2017). Yet, few studies have explored teachers’ experiences of wellbeing, and how to enhance their wellbeing, beyond a focus on their individual practices. This case study examines teachers’ perceptions of leadership practices that influenced their wellbeing in an urban high-school in New Zealand. Purposive sampling was used to select three ‘high wellbeing’ and three ‘low wellbeing’ teachers, who then participated in semi-structured interviews and completed a wellbeing journal. This article focuses on the leadership actions that teachers identified as enhancing their well-being (feeling valued, meaningful professional development, agency in decision making) and the essential skills leaders demonstrated (relationship building, contextual competence, social and emotional competence) that influenced teacher wellbeing. A model of positive school leadership is presented which outlines recommendations for leaders to enhance teacher wellbeing.

Clinical supervisors’ reflections on their role, training needs and overall experience as dental educators

The aims of this study were to understand the views of clinical supervisors overseeing final year dental students and investigate their perceived role, level of support and training available, and ways to improve the supervisory experience. Clinical supervisors who oversaw fifth-year dental students in 2019 were invited to participate in an online survey. Respondents who indicated their willingness to participate were contacted for a semi-structured interview which were analysed using Constant Comparative Methodology. Sixteen supervisors completed the survey, with a response rate of 73%. Respondents reported low levels of formal training in clinical supervision (38%) and most (75%) felt further training would be beneficial for their role. While nearly all (94%) reported they had developed as a dental professional through supervision, most (63%) were not positively encouraged to develop a career as a supervisor, with tensions between health service delivery and academia identified as a key challenge. The driving motivator to supervise was a desire to teach (62.5%). Seven (44%) participants completed the semi-structured interview. Participants' perception of their role varied depending on career stage and clinic location. Lack of recognition and defined career pathways were the biggest challenges reported by participants. Retention and morale of supervisors may increase with better-defined career pathways and meaningful professional development opportunities. There is a need to develop tailored training programs for supervisors that enable them to teach critical thinking and clinical judgement while ensuring patient safety.

COVID-19 School Closure Experiences in rural Alaska and reimagining the Roles of Education and Teachers

The COVID-19 pandemic shut down schools and education moved online in the spring of 2020. With in-person classes canceled, the normal structure of school for K-12 students, teacher candidates, and their mentors disappeared. School districts scrambled to provide technology, develop schedules, and modify grading policies. Teacher preparation programs had to quickly determine acceptable student-teaching experiences and how candidates could demonstrate teaching competency. In this essay, we reflect on how stakeholders in parts of rural Alaska experienced the rapid transition to online instruction. We also share our vision for an education that includes a digital future without reinforcement of previous inequalities. Strengthening teacher education, providing meaningful professional development, and recognizing and valuing educators as the professionals they are is more necessary now than ever.

P93 A Multi-State Evaluation of the Knowledge of the Background and Dangers of Popular Fad Diets Among Cooperative Extension Agents in Family and Consumer Sciences

<h3>Background</h3> Cooperative Extension Services (CES) provides research-based information to communities. Rapidly changing trends leave communities seeking reliable information. There is a need to assess CES agents' knowledge about fad diets to develop effective professional trainings. <h3>Objective</h3> To assess general and potential adverse effects knowledge of fad diets of CES agents and factors influencing that knowledge. <h3>Study Design, Setting, Participants</h3> An online survey assessed CES agents employed in Louisiana, Texas, Mississippi, and Arkansas working in family and consumer science, nutrition, or related fields. The survey included demographic items, certifications held, years of experience, professional association memberships, education level and knowledge items to assess general and adverse effects knowledge of low-carbohydrate diets, intermittent fasting, detoxes, and cleanses. IRB approval was obtained from Louisiana Tech University. State office designates distributed the survey link to eligible agents. <h3>Measurable Outcome/Analysis</h3> Descriptive statistics characterized respondents. Knowledge items addressing diet premises and adverse effects were scored and categorized by diet type. ANOVA testing determined factors that influenced knowledge. <h3>Results</h3> Eligibility was met by 138 respondents. The most reported length of employment was 1-10 years (42%), and master's degrees for education level (63%). The mean score for total knowledge of fad diets was 70%. Respondents scored higher for general knowledge (75%) than adverse effects questions (65%). Members of the Society for Nutrition Education and Behavior (SNEB) and the Academy of Nutrition and Dietetics (AND) scored highest for total knowledge (72%), as didRDN, DTR, and Certified Health Education Specialist (CHES) certifications (74%). An ANOVA yielded a significant effect for CHES certification, F (1, 2) = 5.16, <i>P</i> = .03 and for RDN/DTR certifications, F (1, 0) = 4.83, <i>P</i> = .03 for adverse effects knowledge. Respondents (80%) chose webinars as the preferred delivery method of professional education. <h3>Conclusions</h3> Findings can be used to create needed meaningful professional development for Family and Consumer Sciences agents.

Action Research: An Ethno-methodological Perspective

Action Research is a tool for professional development which gained considerable momentum in language teaching domain. Effective and meaningful professional development programmes involve teachers in the constant process of learning about their practices, discovering and using their own potential. The strategies employed in action research are found to be one of the best options that can engage teachers in meaningful self-improvement. It is a discovery process in which the teacher investigates the issue on focus, carries out and implements some actions in the classroom. Just in opposite direction of the traditional practice of ‘from theory to practice’, action research moves ‘from practice to theorizing’. Reflection which is the essence of the philosophy at work behind, action research has a crucial role in improving the learning process and enhancing professional development. Reflection involves cognition, critical thinking, evaluation and problem solving. Action research continuously prompts these processes.&#x0D; This article attempts to project how action research functions as a two-pronged phenomenon: (i) a pedagogic tool, whose impact will explicitly be felt on the learner, and (ii) as a means of continuous professional development, which leaves an implicit but, long-lasting change in the teacher. It is also pointed out in the paper, how action research can alter the physical and mental environment of learning and teaching through an ethno-methodological functioning—the teacher and the learners living in the same environment and getting immersed in the same experience.&#x0D;

The Impact of an Assessment Certificate on Faculty Perceptions and Knowledge

Administrators are struggling to understand how to best promote and implement a culture of evidence-based decision making to stakeholders. The research study presented explored best practices on creating meaningful professional development experiences using both direct and indirect evidence of learning -- this article will describe the effectiveness of a certificate program designed to educate faculty about assessment and its impact on faculty learning gains, perceptions, and self-efficacy. The study used a pre-/post-test design to measure participant knowledge using quizzes for each of the four modules of the certificate and participant perceptions using a survey. The modules covered writing student learning and program outcomes, curriculum mapping, developing assessment methods, creating assessment instruments, collecting data, analyzing and reporting results, and using results for improvement. Certificate completers demonstrated increased knowledge of assessment terminology, procedures, and best practices, as well as improved assessment-related self-efficacy. However, their perception regarding assessment did not change. Data gathered through this study can help inform decisions on needed assessment-related faculty professional development activities.

Almost a Principal: Coaching and Training Assistant Principals for the Next Level of Leadership

Through this study, we examined a university–district sponsored leadership academy to explore the perceptions of assistant principals, who participated in a yearlong professional development and coaching program, on how the program supported them in improving their leadership capacity and advancing their career. Using a single qualitative case study design, we explored the perceptions of 26 experienced assistant principals in a single school district in Texas. These participants were identified by the district as strong and viable candidates for future principal openings within the district. Data were collected through semistructured interviews, focus groups, and observations of class sessions. We used a leadership development and succession planning conceptual framework to guide our data analysis, focusing on identifying leadership talent, assigning developmental activities, and developing pervasive mentoring relationships. The findings illustrate increased confidence in the participants’ leadership abilities, promising practices in leadership development programming, and the importance of the university–district partnership in supporting experienced assistant principals. Although these findings are not necessarily innovative practices in the field of principal preparation, they are significant for understanding how to create meaningful professional development for mid-career assistant principals who have not transitioned to the role of the principal and for recognizing the critical role university–district partnerships have on leadership development.

Professional development in clinical teaching: An action research study

ObjectiveClinical supervisors, who support and assess health students' clinical learning, encounter many challenges. Professional development opportunities for clinical supervisors to overcome the challenges are available but are often designed to meet organisational and tertiary provider administrative needs, rather than the needs of intended target groups. DesignA qualitative action research study was designed to include a group of Australian nursing clinical supervisors in the design and implementation of meaningful professional development activities. ParticipantsTen clinical supervisors, from one organisation, participated in three meetings to explore shared challenges and create solutions to resolve these challenges. ResultsOver a seven-month period in 2018–2019 data revealed clinical supervisors in this study experienced a variety of tensions. Participants prioritised three opposing tensions that were of shared concern; Doing and Thinking; Educator and Clinician and Negotiating and Challenging. Being able to visualise and articulate these tensions helps to empathise with the role complexity that clinical supervisors experience, and this led to the production of solutions which validate and advocate for the role and the values. ConclusionThe group created innovative solutions such as podcasts, posters, banners and flyers to assist them to harmonise the tensions and work more effectively in their role.

Teachers as Change Agents: Promoting Meaningful Professional Development Using Action Research to Support International Educational Reform

AbstractThe professional development of teachers is an ongoing issue that is essential to supporting teachers as change agents and international educational reform. Arizona State University Mary Lou Fulton Teachers College acknowledges its role in supporting visiting teachers from the Kingdom of Saudi Arabia to utilize action research as an opportunity for professional development.

Understanding the Complex Work of Aboriginal Education Workers in Schools

The work of Aboriginal Education Workers (AEWs) in Australian schools is complex and multifaceted, and yet it is often misunderstood, or worse, devalued. Added to this, the conditions of employment for many AEWs is often insecure, with minimal pay, few opportunities for career progression or meaningful professional development. Despite this there continues to be, as there have been for decades, research findings, policies and reports attesting to the invaluable role of AEWs in schools and communities. The theoretical standpoint of Nakata's (2007) ‘cultural interface’ is used in this paper to critically (re) examine the role of AEWs in Australian schools. Drawing from relevant past and contemporary literature, this paper draws attention to past and contemporary theorising and policy concerning the roles of AEWs. It asserts that if the work of AEWs is to be better understood and valued then it must be reconsidered in a more transformative way that benefits both the students and schools which they support.

A study of the relation between special education burnout and job satisfaction

The ongoing shortage of special education teachers coupled with increasing attrition rate has caused for a further analysis into why teachers are choosing to leave the field. A quantitative (n = 363) study was completed on the factors that lead to attrition among special education teachers from 34 states in the United States. Canonical correlation analysis was used to determine if there was a statistical significance in job satisfaction (as measured by a set of teaching characteristics) related to teacher burnout (as measured by a set of burnout factors) among public school special education teachers. Results indicate that there was a statistically significant relationship between job satisfaction and burnout among special education teachers. Implications for pre‐service education programs, school districts and administrators are discussed as well as retention strategies such as mentoring and providing meaningful professional development opportunities.

A Culture of Learning for the NHS

A recent report suggests that current conditions in the NHS may be preventing the delivery of optimal patient care. For example, patients with various common cancers or cardiovascular diseases can expect sub-optimal treatment in the NHS [1]. In March 2018, the King’s Fund confirmed common knowledge on poor NHS performance, staff shortages, lengthening waiting lists, cancelled operations and financial pressures [2]. The UK is out-performed by comparable countries, coming 30th out of 192 countries in a worldwide study [3] and 16th out of 35 countries in a European study with Switzerland in the first place [4]. In addition to poor outcomes, health-care professionals (HCPs) are shown to have behaved badly in a long series of scandals [5]. Almost 8,000 UK doctors were consulted in the recent BMA’s Caring, Supportive, Collaborative project [6]. The findings point to the persistence of a culture of fear and blame in the NHS, despite this being highlighted as a problem in two major reports [7,8]. Today’s NHS may be represented as a demotivated workforce with low morale, lacking opportunities for meaningful professional development, and resentful of an autocratic and remote bureaucracy [9]. As an example, the proportion of hospital doctors taking voluntary early retirement in the last decade has increased from 14% to 27% [10]. Medical and surgical firms with their “chiefs” no longer exist. The complexity of junior doctor rotas has prevented seniors from mentoring and supporting juniors. Medical collegiality is vanishing. Poor outcomes and disaffected HCPs suggest a dysfunctional organisational culture.