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Professional Development

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Deliverd in ABS Conference at Alianza Cultural Uruguay - EEUU in Montevideo, February 24, 2012

Deliverd in ABS Conference at Alianza Cultural Uruguay - EEUU in Montevideo, February 24, 2012

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  • Very nice video!!
  • Rober Frost's metaphor may help us understand many momentos in our life when we have to make decisions, but this time I want to use it for our carrers, to think of it as a trip and wonder WHY MAKE CERTAIN CHOICES, WHY WE END UP WHERE WE ARE TODAY, WHAT CHANCES DO WE HAVE TO CHANGE THE TRIP IF WE NEED TO ..
  • I see today´s career context more like this, with many moren than two roads, with high speed highways, with loops, with many forking roads, with a variety of traffic signs and also unexpected turns.
  • Mariana: Aquí va mi video con tres preguntas para que la audiencia trabaje en grupos y luego se armen una brief discussion. Acá ustedes luego piden voluntarios para que laguien exprese lo hablado en grupos, y lo pueden comparar con los videos de  los teacher's (alejandra ya lo hizo) Por lo que la siguiente slide habría que removerla.
  • (syndrom of emotional exhaustion, depersonalization and reduced personal accomplishment that occurs among those who do "people work" of some kind
  • What are the viariables that affect teacher development?   How important are sex, age, seniority or worplace?   Is educational background important?   Does it depend on the stage we are at in our professional life? Now we will focus on two of the left side and one of the right side: stages personality traits online dev. tools
  • Katz ' model of developmental stages (1972)   Here I will just mention the stages without talking about the characteristics so they already know the names in order to be familirize with them to do the activity in the next slide. Nice!!
  • Here I will deliver the instructions to carry out the activity with the handout.
  •   Survival: The main characteristics  of the Teachers in the survival stage are: -they begin to question their personal and professional competence and their desire to teach. -Teachers start to ask themselves questions such as can I make it until the end of the week? Can I really do this work they after day? Can I get through the day in one piece? - Teachers on this stage focus  mainly on their needs instead of on their students' needs. -lack of clear rules and routines in the classroom -it's often a teacher-directed style Because of all of the above they need specific suggestions and  support   By the second year teachers might have entered the consolidation stage -Teachers in this stage have been able to implement rules and routines -They also focus on their students needs. They ask themselves questions such as: How can I help this child who doesn't seem to be learning? _The begin to focus on ther students uniqueness and personal needs. -On this stage teachers need opportunities to share their feelings with teachers in similar stages. We need to provide teachers in this stage with resources to meet specific needs of the students in the classroom.   The third stage Renewal Here teachers are often in their  third or fourth year of teaching. _In this stage activities and patterns have become boring and teachers are looking for new ideas and variety. -Teachers have mastered management strategies and students are engaged in tasks that are appropriate to their individual needs - Here teachers are looking for new materias and methods and  become interested in professional development and graduate courses. - These teachers are very self-motivated   The last stage Maturity occurs when teachers begin to ask questions of themselves and their teaching that focus on insights, perspectives, beliefs of teaching. -Teachers begin to ask more abstract questions about their philosophy of teaching and the impact on the place where they are teaching These teachers should be encourage to participate in conferences and seminars and to accept leadership positions They make excellent mentors  
  • Here I will ask them to brainstorm ideas just telling them the question and then I will tell them the examples  you told me. I will also expand on them using characteristics of the different stages.   Getting involved in a systematic teacher development program will help you through all stages.   for example in the first stage when teachers are not good at setting rules and routines they can attend a workshop on that to get some tips   When we create a TD program we need to aim at teachers who are undergoing different stages. Here we can ask teachers who are in the last stage maturity to deliver a presentation on a specific topic that will help other teachers who are in a different stage or why not to share ideas or activities that have worked for him with teachers who are in the same stage looking for variety.  
  • H arm Avoidance   (anxious, pessimistic vs. outgoing, optimistic) Novelty Seeking   (impulsive, quick-tempered vs. rigid, slow-tempered) Reward Dependence   (warm, approval-seeking vs. cold, aloof) Persistence :  (peseveering and ambitious vs. easily discouraged and underachieving
  • What if I forget what I have to say in the middle of the presntaion?
  • aqui podemos poner algo de las respuestas sobre expreincias con heramientas online
  • Transcript

    • 1. Professional Development The Road Not Taken Mariana Porta Laura Gonzalez Leonardo Castelluccio
    • 2. The Road Not Taken
      • The road not taken video 1
      • The road not taken video 2
    • 3.  
    • 4.  
    • 5. So...if you are a teacher  this workshop invites you to reflect upon ...
        • What makes me choose certain roads in 
      •      my professional life?
        •   How much have I gotten involved in professional development?
        •   Are there any new tools or ways to get involved in PD that could make it easier for me to engage?
    • 6. if you are a mentor or coordinator ... Why do certain teachers get so much more involved in PD than others? How could I consider those individual differences? How could PD programs in my school be more engaging for everybody?  
    • 7. What is professional development for teachers?
      • Teacher development is a term used in the literature to describe a process of continual, intellectual, experiential and attitudinal growth of teachers.
      • Dale Lange
      • ... but as Andy Curtis says ..."no one can be made to develop"
      • .... so ... what makes teachers develop? 
      • ... and ... why bother with development? (as they put it)
      •  
    • 8. Activity 1
      • What are the advantages of having a professional development program at the working place?
      • How can this help teachers prevent burnout or cope with it?
      • Have you had any experience with online professional development?
    • 9. We involved our community in this reflective activity Analia Alejandra Leo Mary Ann Claudia
        • quality: skillful and efficient working force, standardization of procedures
        • keeping updated, feeling motivated, motivating students
        • the social component, having fun, tearing down walls
        • PD online: depends on people's commitment
        • online tools used as learning strategies, not to "kill time"
        • PD online can be fast and cheaper than onground PD programs
    • 10. Why bother with teacher development?
        • K Bailey, Andy Curtis and D Nunan answer:
        • to acquire new knowledge and skill
        • to keep up with changes around us
        • to increase our power over our own lives (work our way forward)
        • to combat negativity in our teaching contexts
        • to fight or prevent burnout
        • to overcome sense of isolation 
        • to expand our conceptual understanding of teaching
    • 11. Breaking PD into components
      •  
      • What influences the way we approach professional development?
      •  
      • OBJECTIVE DATA: age, sex, seniority
      •  
      • INDIVIDUAL VARIABLES: personality, stage in the profession
      •  
      • CONTEXTUAL VARIABLES: teacher development programs ongoing at the workplace, training in, and availability of tools.
    • 12. What variables affect teacher development?
    • 13. Today we will focus on two: stages in the profession individual personality traits
    • 14. Developmental Stages of teachers (Katz'model 1972)   Survival Consolidation Renewal Maturity
    • 15. Activity 2 Stages in the profession               What stage are you in? Take 5 minutes to reflect upon your teaching. Check the items in the handout that apply to you.       Are you surprised with the results?
    • 16. Stages in the profession
        • SURVIVAL
      •  
      •  
        • CONSOLIDATION
      •  
      •  
        • RENEWAL
      •  
      •  
        • MATURITY
      •  
      •  
    • 17. What is the connection between teacher's stage in the profession and professional development?
        • Getting involved in a systematic teacher development 
      •      program will help you through all stages.
      •  
        • The renewal stage may come with a crisis and TD is
      •        the way to get out.
      •  
        • When we create a TD program we need to aim at teachers
      •         who are undergoing different stages .
      •  
        • PD programs should rely on the mixed abilities that     
      •         emerge from teachers being at different stages .
    • 18. How do personality traits influence our attitudes towards development?  
        • What makes me choose certain roads in my professional life?
      How could I consider those individual differences? How could PD programs in my school be more engaging for everybody?  
    • 19. Our personality traits show in our attitude and in those internal dialogs we have.     What kind of internal dialogs do I have that affect my professional choices when it comes to professional development?
    • 20. Cloninger's model : 3 dimensions of temperament
        • harm avoidance
        • novelty seeking
        • reward dependance
      He focused on  the structure of learning abilities within the person.   He described 3 dimensions of temperament   Temperament and Neurotransmitter system Novelty seeking: Low dopaminergic activity Harm avoidance: High serotonergic activity Reward dependence:Low noradrenergic activity
    • 21. HARM AVOIDANCE POSITIVE NEGATIVE harm avoidance cautiousness careful planning anticipatory worry fear of uncertainty extreme shyness perfectionism difficulty to relax and enjoy INTERNAL DIALOGS
    • 22. NOVELTY SEEKING NEGATIVE POSITIVE novelty seeking impulsiveness extravagance disorderliness lack of focus risk taking spirit excitement about exploration openness to changes optimistic thinking INTERNAL DIALOGS
    • 23. REWARD DEPENDANCE NEGATIVE POSITIVE reward dependant dependance on approval of others sentimentality    openness to warm communication social sensitivity attachment INTERNAL DIALOGS
    • 24. Activity 3 Where would you place yourself? + novelty seeking +   harm avoidance   anxiety and pesimism What if it goes wrong? -  harm avoidance exploratory, excitement facing new promising stimuli -novelty seeking   + reward dependence -reward dependence highly sensitive to signals of reward social sensitivity and attachment.  
    • 25. Which PD tools can adapt to individual variables? Which PD tool can consider different needs of a varied staff that is permanently integrating new members? Which PD tool adapts to different schedules, personal rhythm , etc.? We wonder:
    • 26. MENTORSHIP!!
    • 27. Mentoring 
      • An ongoing reciprocal relationship that is not supervisoral in nature, provides a psychological safety net and assesses readiness level (job readiness and psychological readiness)    
        • open channels of communication
        • trust
        • modelling
        • systematicity
        • regularity
        • patience
        • gentleness
        • generosity
        • honest feedback
        • recognition
        • promotion 
    • 28. ONLINE MENTORING WITH GOOGLE SITES
    • 29. site content:  academic documents file Andrea's board Claudia's board Reading corner
    • 30.  
    • 31.  
    • 32.  
    • 33. Thank you for cooperating with this presentation
      • Alianza Costa staff
      • Analia Germano
      • Alejandra Fernandez
      • Mary Ann Modesto
      • Dr. Marcelo Escobal for professional advice on Cloninger's model.
      And thank you all for attending this Workshop!
    • 34. BIBLIOGRAPHY
      • Bayley, Kathleen, Curtis Andy and Nunan, David. Pursuing Professional Development. 2001 Pursuing Professional Development
      • Katz, Lilian G. The Developmental Stages of Teachers. http://ceep.crc.uiuc.edu/pubs/katz-dev-stages.html
      • Cloninger CR. A A psychological model of temperament and character. Archives of General Psychiatry 1993;50:975.990