The concepts of standards, differentiation, and learner centeredness are key to the development of teachers. Research tells us professional development can no longer be a one-size-fits-all approach. In this presentation, I demonstrate my knowledge of standards, differentiation, and learner-centered principles as I planned a standards-based, learner-centered professional development session for new teachers based on the data I collected in the needs assessment.

1. Differentiated, Learner-
Centered Professional
Development
Sydney Hendricks
American College of Education

2. Please help yourself to breakfast, then find your team.

3. New Teacher
Professional Development
September 3, 2020
Sydney Hendricks

4. Team Builder
● Find your favorite photo on your phone
○ One that you are willing to share with
others
○ Why is it your favorite?
● Talk to at least 3 others
○ Person must NOT be at your table
Let’s get up,
chairs in and
share your
favorite photo
on your
phone!

5. New Teacher Induction Program Mission Statement
The new teacher induction program promotes success for
every student by providing guidance and encouragement for
new teachers. Our program supports new teachers by
offering opportunities to grow professionally and to develop
trusting, collegial relationships.

6. Purpose of today’s session
The purpose of today is to equip new teachers with essential
information and skills to start the year off strong. We will
explore the expectations of high quality teaching in our school
and build the foundation of effective classroom management.

7. Our Learning Outcomes
● Define effective teaching
● Develop a philosophy of classroom management

8. Agenda
8:00 - 8:15 Welcome & Breakfast
8:15 - 8:25 Team builder
8:25 - 9:10 Activity 1
9:10 - 9:15 Break
9:25 - 10:15 Activity 2
10:15 - 10:30 Closure & Survey

9. Activity 1: What is effective teaching?
Purpose
● In order to meet our school’s mission, “Success for every
student,” we need to hire and train effective teachers.
● Teachers need to understand the expectations of effective
teaching.

10. What is effective teaching?
● Silently read Marzano’s Domains and Haberman’s Dimensions
○ * STAR ideas that are unexpected
○ UNDERLINE ideas that you agree with
○ CIRCLE the component you feel most competent in
● Shoulder partner share out
○ Round 1: each share their starred ideas
○ Round 2: each share their underlined ideas
○ First person: shortest hair

11. What is effective teaching?
Who is the most effective teacher you have ever known?
● What made them effective?
● How did they exhibit Marzano’s Domains and Haberman’s
Dimensions?
● Round Robin shair out
○ 1 minute per person
○ First person: furthest from the door

12. What is effective teaching?
Write a definition of an effective teacher on the poster at your
table.
● Ideas to consider:
○ Marzano’s domains
○ Haberman’s dimensions
○ Personal experiences
■ What did all the effective teachers have in
common?
● Hang poster on front board when finished

13. What is effective teaching?
Gallery walk
● Walk around to each poster and read definitions of an
effective teacher
● Look for:
○ Trends
○ Unique ideas
● We will debrief as a whole group

14. What is effective teaching?
An effective teacher…
● Is reflective, using both statistical and observational data in
reflections, and continuously seek professional development to grow
especially in areas that identified as weaknesses.
● Provides rigorous and relevant content that is differentiated to meet
the needs of all learners.
● Excels at relationships building with students, coworkers and
community members, and uses those relationships to enhance the
learning experience for students.

15. Break!

16. Activity 2: Classroom Management
Purpose
● “Theory and research provide a good base on which to build beliefs,
but sometimes theory can be confusing, overwhelming, and
contradictory” (Houff, 2009, p. 3)
○ We need to bridge the gap between theory and practice
● Lowest rating on needs assessment survey, so teachers need support
to develop effective classroom management practices

17. Classroom Management
What do you believe?
● Complete the worksheet at your table to guide your reflection
○ 7 open-ended questions
○ 10 True or False questions
● We will reveal the answers for T/F and debrief

18. Classroom Management
Houff (2009) suggests using your responses to the questions on
the worksheet as well as the debrief to summarize your beliefs of
philosophy regarding classroom management.
Record this summary on the back of the worksheet you used for
reflecting.

19. Classroom Management
How would you respond to this situation?
● Each group has a list of scenarios that have occurred in classrooms in
our school over the last year.
● For each scenario, discuss:
○ What could have been done to prevent this?
○ How could you use positive/negative reinforcement to change the
behavior?
○ How could you use motivation to change the situation?
○ What social factors could be changed to improve the situation?

20. Classroom Management
Theories
● Each group member will read about 1 or 2 theories
○ * STAR ideas that are unexpected
○ UNDERLINE ideas that you agree with
● Round Robin share out
○ Summarize the theory
○ Share your star and underline ideas
○ First person: farthest drive to school

21. Classroom Management
If necessary, revise your philosophy of classroom
management based on your new understanding
of learning theories.
Houff (2009) provides these questions to consider as you reflect on
your philosophy:
● Are your ideas grounded more in one theory than another? Why?
● Does one theory play a less significant role in your philosophy?
Why?

22. Next session
● October 8, 2020
● Topics:
○ Classroom management plan
○ Student assessment

23. Survey
● Check email for Google Form
● Survey is anonymous, so please be honest
● Provide written responses for further explanation

25. Reference
Houff, S. (2009). The classroom manager: Procedures and practices to improve instruction.
Lanham, MD: Rowman & Littlefield Education.