Professional Development Assignment

1. CREATING A COLLEGE &
CAREER READINESS CULTURE
IN YOUR CLASSROOM
PROFESSIONAL DEVELOPMENT PRESENTED BY:
SHEENA DAVIS

2. EXPERT TEACHERS HAVE IT ALL FIGURED OUT!
What to Teach How to Teach
Compromises
Neither
Domain
Allows Flexibility
in Deciding How
to Teach
Specific Context

3. GOOD TEACHERS ARE
THE LEADERS OF
THEIR CLASSROOMS
The teacher is the professional
responsible for keeping the class
focused on what is being taught; for
developing a learning community;
for maintaining discipline in a fair
and consistent manner; and for
ensuring the alignment, reliability,
and validity of evaluation (Weinstein
& Novodvorsky, 2011).

4. GOOD TEACHERS
CREATE A
PRODUCTIVE
ENVIRONMENT FOR
LEARNING
The physical environment of the
classroom has an influence on
student learning and teacher
satisfaction (Brophy, 2006). The
classroom should be pleasant and
aesthetically pleasing while still
providing intellectual stimulation
(Weinstein & Novodvorsky, 2011).

5. GOOD TEACHERS
MANAGE HUMAN
RELATIONS
EFFECTIVELY
Creating classroom learning
communities means that
classroom norms encourage
intellectual development within a
caring and supportive
environment (Weinstein &
Novodvorsky, 2011).

6. GOOD TEACHERS
ENGAGE LEARNERS IN
THEIR OWN
LEARNING
Eleanor Duckworth (2006) believes
we must always put learners in as
direct contact as possible with
whatever we want them to learn.
John Hattie puts it this way: “The
more the student becomes the
teacher and the more the teacher
becomes the learner, then the more
successful are the outcomes”
(Hattie, 2012, p. 17).

7. GOOD TEACHERS
TEACH UP
“By our overemphasis on appraising
achievement and sorting children, we
fail to create conditions in classrooms
and schools that substantially develop
ability. We fail to meet all learners with
a challenging curriculum accompanied
by differentially appropriate,
nonstigmatizing, and flexible
educational supports”
(Weinstein, 2002, pp. 291–292).

8. GOOD TEACHERS ARE
GOOD LEARNERS
Teachers learn from teaching—
not just about their teaching, but
also about their students and
what they are studying (Huebner,
2009).

9. GOOD TEACHERS DEVELOP INSTRUCTIONAL
OBJECTIVES WITH LEARNERS
Step 1 Identify a problem.
Choose an area or focus that concerns you in your professional practice.
Read about this area of teaching. Formulate a specific question(s) to be
answered.
Step 2 Develop a plan.
Decide how you will collect data to answer the question, what data will be
collected and why, what you will do to support data collection, how you will
analyze the information you collect, and what you will do with your
conclusions.
Step 3 Collect data.
Use a variety of data sources and data collection techniques—personal
reflections, interviews, student work, audio and video, and so on.
Step 4 Analyze data.
Use appropriate data analysis techniques. Collaborate with knowledgeable
others to find patterns in the data that help you to answer your questions.
Step 5
Reflect on and share the
results.
Reflect on your findings and how they will affect your professional practice.
Share the findings with other professionals.

10. GOOD TEACHERS
FIND OUT WHY A
PLAN IS NOT
WORKING
• Know their students
• Assign appropriate tasks to their students
• Orient their students to the learning task
• Monitor the learning progress of their students
• Relate teaching and testing by testing what they
teach
• Promote student involvement and engagement in
the learning process
• Provide continuity for their students so that
learning tasks and objectives build on one
another
• Correct student errors and misunderstandings
L. W. Anderson (1982) has
summarized the major
conclusions to be drawn from the
vast body of literature on effective
teaching. His review was
conducted many years ago, but
new research continues to
support his conclusions. Effective
teachers, he suggests:

11. GOOD TEACHERS
STRIVE TO MAKE
THEIR TEACHING
ENGAGING
A National Research Council (2004)
study on secondary school
engagement found that when
course structure and instruction
reflect students’ prior knowledge,
interests, culture, and real-life
experience and when it is varied and
challenging, students are more
motivated to persist in important
tasks.

12. GOOD TEACHERS
GIVE LEARNERS
ACCESS TO
INFORMATION AND
OPPORTUNITY TO
PRACTICE
Paraphrasing from a research report by
Robert Yinger (1987), we can identify
these other kinds of information as (1)
knowledge of what to do with
information gained and how to use it
in practice, (2) knowledge of when the
information will apply and how to
apply it, and (3) knowledge of whether
the uses of the information have been
successful.

13. GOOD TEACHERS
TEACH FOR TWO
KINDS OF
KNOWLEDGE
The teacher should create an
environment in which students are
responsible for knowing and for
knowing how they know—for taking
control of the processes of their own
learning and thinking.
=
“Teach students only the information
you want them to have, and they’ll
pass the test tomorrow; teach
students how to learn, and they’ll
pass the test for the rest of their
lives.”
“Give a man a fish, and he’ll eat
for a day; teach a man to fish, and
he’ll eat for a lifetime.”

14. CITATIONS
• Weinstein, C. S., & Novodvorsky, I. (2011). Middle and secondary classroom management:
Lessons from research and practice (4th ed.). New York, NY: McGraw-Hill.
• http://tributewtc.org/education/resources/pre-post-visit-materials
• Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S.
Simon (Eds.), Handbook of classroom management: Research, practice, and contemporary
issues. Mahwah, NJ: Erlbaum.
• http://nextgenlearning.org/blog/does-your-classroom-design-affect-student-learning
• Duckworth, E. (2006). The having of wonderful ideas: And other essays on teaching and
learning. New York, NY: Teachers College.
• http://siderpress.oceansideschools.org/human-relations-day/
• Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY:
Routledge.
• https://globaldigitalcitizen.org/4-ways-to-turn-distracted-students-into-engaged-learners
• Weinstein, R. S. (2002). Reaching higher: The power of expectations in
schooling. Cambridge, MA: Harvard University.
• http://www.kellogg.northwestern.edu/programs/full-time-mba/jd-mba-program.aspx
• Huebner, T. (2009). What research says about the continuum of teacher
learning. Educational Leadership, 66(5), 88–91.
• https://www.pinterest.com/pin/239605642653384594/
• Anderson, L. W. (1982). Teachers, teaching, and educational effectiveness. Columbia:
University of South Carolina, College of Education.
• https://www.ece.gatech.edu/outreach/pre-college-programs
• National Research Council. (2004). Engaging schools: Fostering high school students’
motivation to learn. Washington, DC: The National Academies.
• Yinger, R. J. (1987). Learning the language of practice. Curriculum Inquiry, 17, 293–318.
• http://www.nola.com/community/st-
tammany/index.ssf/2014/09/covington_high_school_students_5.html