Learner-Centered Professional Development

1. Differentiated, Learner-Centered Professional Development
Developing Teachers: EL 5623
Jordan Hardwick
American College of Education
Dr. Audrey J. Donaldson
October 29, 2017

2. NEW TEACHER INDUCTION PROGRAM MISSION
• To prove support that will effectively promote confidence,
optimism, and job satisfaction for beginning teachers throughout
their first year of development and their years to follow.
• Promote and provide an effective system of balance, structure,
and support for engaging, encouraging, and proactively guiding
new teacher candidates into our school system. An actively
collaborative program, which will provide opportunities for all
staff members to effectively grow in an environment that is
professional, collaborative, safe, and engaging which will
enhance the school climate with an emphasis on cultural
diversity. Doing so will increase energy and new ideas which will
create a proactive classroom environment, develop learning, and
improve the overall school atmosphere. This will provide all new
teachers and continued staff a secure, friendly, and welcoming
environment.

3. SESSION PURPOSE
• To show valued growth professionally, collaboration,
environment, and cultural climate
• Results in increased energy and engagement in classrooms,
effective student learning, and an improved school atmosphere,
culture, and climate.
• Provide support systems which is secure, friendly, and welcoming
that will promote confidence, optimism, and job satisfaction.
• Reach out to ew teacher candidates, first year teachers, and
veteran teachers; working collaboratively.

4. LEARNING OBJECTIVE(S)
• Gaining a deeper understanding within the follow areas:
• Student Motivation: Allowing students the ability to acquire a
desire to participate in the learning process.
• Needs of Diverse Learners: Providing students an opportunity
to develop awareness and knowledge of the culture, resources,
and assets, and needs of the community of which the learn/live
in.
• Classroom Management: Gaining a deeper understanding of
the process of ensuring that classroom lessons run smoothly
despite disruptive behavior; to prevent disruption.

5. FACILITATOR/START-END TIMES
• Jordan Hardwick
• Activity 1: 8:30-9:30
• Activity 2: 10:00-11:00

6. ACTIVITY 1: CLASSROOM MANAGEMENT
• Purpose: This activity has 3 steps, all of which are meant to create
critical thinking, establishing a plan of action, and create peer
collaboration.
• Description: To collaboratively discuss and create a set of
classroom routines/procedures that will enable you to establish an
environment that is engaging and cooperative.
• Steps: Step 1; Recall a time in which you did not properly provide
procedures/directions for a student assignment. Discuss your
experiences amongst the group. Step 2; In your groups, on a piece
of large paper, sketch out a floor plan (displays/physical seating)
of which you believe is most conducive to for a task-
oriented/predictable environment. Step 3; Collaboratively create
a set of classroom procedures. Role-Play: practice your routines
with the other groups in the room, one at a time.
• Time of Activity: 60 minutes

7. ACTIVITY 2: STUDENT MOTIVATION
• Purpose: To build community and offer a sense/increase of
motivation, privilege, expectations, shared leadership and value.
• Description: The objective is to create a coherent story based off a
set of pictures. The pictures are randomly ordered and handed
out to each person.
• Steps: Step 1; Each person selects a random card which is face
down on a table. Step 2; The group needs two spokespersons, two
organizers, and two reflectors. Step 3; Each person begins
describing what they see on their picture. Step 4; begin placing
them in order (long process). Step 5; Start placing them on the
cardboard. Step 6; After all have been placed on the cardboard,
take it down and flip it over to reveal your final product.
• Time of Activity: 30-45 minutes

8. EVALUATION INSTRUMENT
• In both cases, I will be simply observing the engagement,
conversation, critical thinking skills, and creative thinking of each
group. I will be looking particularly close to engagement and
collaboration. In regards to selecting staff members, I want to
know that each member is devoted to positive communication
under any circumstance/situation. I also want to gain an
understanding of their ability to get involved in a task. A teacher
who is willing to throw themselves into a task is worth more than
one to is a bystander.

9. FOLLOW-UP
• I believe a great follow-up to the professional develop session
would be to inquire of new teacher feedback.
Respond to the following in a typed paper and place in my
mailbox by the end of the week. Thanks for your participation.
• What are two areas of your profession do you feel weakest
at?
• What do you believe was the objective of the two activities?
• How can you implement these two activities, or activities like
these within your classes?

10. REFERENCES
Zoom & Re-Zoom. Description of a Group Problem Solving &
Communication Exercise. Retrieved from:
wilderdom.com/games
/descriptions/Zoom.html
21 Simple Ideas to Improve Student Motivation. Teach Tough Staff.
Retrieved from: www.teachthought.com/technology/21-simple-
ideas-to-improve-student-motivatio/