1. New Mexico State University
Curriculum and Instruction
Roshani Rajbanshi

2. Outline
 Introduction
 Analyze Professional Development
 Criticize
 Conclusion
 References
 Acknowledgement

3. Introduction
Seminars, trainings, workshops Teachers
new teaching strategies and techniques

4. Definition of Professional Development
 Zhao (2013) states that it was Holmes in 1986 who
introduced the concept of “Professional Development
School” (p. 1628).
 Professional development is defined as “learning
activities and experiences educators engage, from pre-
service education to retirement, in order to increase
career related performances” (Cannon, 2013, p. 1).
 According to Schlager and Fusco (2003), professional
development is a way to provide information to
teachers and to put knowledge into practice through
the eyes of experts.

5. Professional Development
 Presented by NASA HRPEO
 Organized by SC2
 Participants Las Cruces Public School
teachers
 Activity Lunar Surface
Instrumentation, Physiology of the Circulation
System, Diving Deep Down

6. Benefits of Professional
Development
 Novice –(Clayton, 2007)
 Experienced teacher
 Improve teacher’s practice in school
 Hands on learning
 The purpose of professional development is to
“develop, implement and share practices, knowledge
and values” so that students can achieve success
(Schlager and Fusco, 2003, p.205).

7. Trends of Professional Development
 Face-to-face
 Online
 Hybrid ( a mixture of face-to-face and online).

8. Outcome
Students
interested in involved practical
math & science activities knowledge
 Improve their score.

11. Curriculum Development
 Type II Curriculum Development (Short, 1983)
 Milieus-expert-dominated
 (NASA Math and Science @ Work)
 Generic (external to school and large scale)
 Limited adaptation
 Intended for specific school populations
 Science class

12. Curriculum Change
 The CP (Center-Periphery) Model (Schon, 1971)
 External to school
 Focus on diffusion (innovation→diffusion)
 A primary center (NASA Math and Science @ Work)
 Secondary centers (IEMSE)
 Top-down approach

15. Problems with Professional
Development
 Minimal consideration to how teachers and schools
actually adopt and implement an innovation (Marsh &
Willis, 1999)
 Lack of funding and resources Ideas that may not
be practiced

16. Problems with Professional
Development
 Neutral knowledge
 Knowledge without consideration for
gender, race, religion, and social consequences
Moral knowledge (Hansen, 2007)

17. No female
(gender)
Only white people
(race)

18. Conclusion
 Professional Development changes the curriculum
 Top-down approach
 Drawback of the Professional Development as the lack
of resources and funding because of which teachers
cannot implement the knowledge in the class.
 Allow teachers to implement the practical knowledge
in the classroom
 Professional Development informs the curriculum by
influencing the teachers who have the sole
responsibility of the classroom

19. Acknowledgement
 Shenglun Cheng
 Yun He

20. References
 Brooks, M. G. (1991). Centralized curriculum: Effects on the local school level. In M. F. Klein (Ed.),
The politics of curriculum decision-making: Issues in centralizing the curriculum. Albany: State
University of New York Press.
 Clayton, C.D. (2007). Curriculum Making as Novice Professional Development: Practical risk taking
as learning in high stakes times. Journal of Teacher Education, 58(3), 216-228.
 Hansen, D.T. (2007). John Dewey and a curriculum of moral knowledge. Curriculum and Teaching
Dialogue, 9 (1-2), 173-181.
 Lampert, M. (2010). Learning Teaching in, from, and for Practice: What do we mean? Journal of
Teacher Education, 61 (1-2), 21-34.
 Marsh, C. J., & Willis, G. (1999). Curriculum: alternative approaches, ongoing issues. London:
Prentice-Hall International.
 Schon, D. A. (1971). Beyond the stable state. London: Penguin.
 Short, E. C. (1983). The forms and use of alternative curriculum development strategies: Policy
implications. Curriculum Inquiry, 13 (1), 43-64.
 Zhao, Y. (2013). A probe into psychological training for professionalization development of college
teachers. Research Journal of Applied Sciences, Engineering and Technology 5(5): 1627-1632.
 Cannon, J. G., Kitchel, A. & Duncan, D. W.(2013). Perceived professional development needs of idaho
secondary career and technical education teachers: Program management. Online Journal for
Workforce Education and Development, 4(1).
 Schlager, M.S. & Fusco, J. (2003). Teacher professional development, technologies and community of
practice: Are we putting the cart before the horse. The Information Society, 19, 203-220.

21. Thank you