Professional Development & Accountability

1. PROFESSIONAL DEVELOPMENT
&
ACCOUNTABILITY
Prof. Asokan R,
Research & Development Incharge
HOD of Medical Surgical Nursing
Kalinga Institute of Nursing Sciences
KIIT Deemed to be University, Bhubaneswar

2. OUTLINE
1. Understanding professionalism
2. Fostering a culture of Accountability
3. Professionalism and ethical accountability in academics and practice
4. Strategies/steps for enhancing professional development
5. Demonstrate reflective practices & constructive response to feedback & evaluation
6. Promote a culture of professionalism & accountability among peers and students
through leadership and mentoring

3. What does being a professional mean?

4. Standard of behaviour, attitude, ethics and competence in a given field.
Job-seekers are encouraged to “look professional” when applying for a position.

5. A teacher can never truly teach unless he/she is still learning himself. A
lamp can never light another lamp unless it continues to burn its own flame."
-TAGORE

6. Professionalism

7. Be civil. Treat people with respect.

8. Be ethical. Stand up for personal and professional standards.
Do what is right, not what is expected.

9. Be honest. Be forthright; do not participate in gossip and rumour.

10. Be the best. Strive to be better than good.

11. Be consistent. Behaviour should coincide with values and beliefs.

12. Be a communicator. Invite ideas, opinions, and feedback from patients
and colleagues.

13. Be accountable. Do what you say you will do.
Take responsibility for your own actions.

14. Be collaborative. Work in partnership with others for the benefit of
patients.

15. Be forgiving. Everyone makes mistakes; give people a fair chance.

16. Be current. Keep knowledge and skills up to date.

17. Be involved. Be active at local, state, and national levels.

18. Be a model. What a person says and does reflects on his or her
profession.

19. Be responsible for self. Take responsibility for your own learning needs
and be assertive in making them known to teachers and mentors.

20. Be prepared. Do assignments for classes and prepare for labs and
clinical in advance, brushing up on skills if needed.

21. What is Professional Development?

22. Those processes and activities designed to enhance the
professional knowledge, skills, and attitudes, so that they can improve
student learning.

23. Professional development can no longer just be about
exposing teachers to a concept or providing basic knowledge
about a teaching methodology.
Instead, professional development in an era of
accountability requires a change in a teacher’s practice that
leads to increases in student learning.

24. Professional development should focus on
deepening teachers’ content knowledge,
knowledge of how students learn particular content,
providing opportunities for active learning,
&
encouraging the teachers’ professional
development experiences.

25. Professional learning
Aim,
To provide focused professional development to support
teachers, to ensure their success, and student achievement.

26. Why professional development for teachers is important?

27. • Sustains teacher identity in a changing world
• Builds adaptive intelligence, not just skillsets
• Promotes ethical courage and cultural sensitivity
• Knowledge creators, not just transmitters

28. Why Evaluation of professional development is important?

29. A mirror for meaning, not just metrics

30. The first reason is accountability
Services to the customer/consumer.

31. • Offering consumers the newest & most informative knowledge
• Ensures relevance, not just results.
• Distinguishes between activity and impact
• Captures invisible growth
• Aligns with school identity and culture

32. A second reason is need for accountability to our funders -
organizations is support our professional development.
Builds trust and future investment potential
Investment is leading to sustainable change

33. What is Good Professional Development?

34. Good professional development should be:
• Long term
• Focused equally on content, academic discipline, and new skills
• Continued collaboratively and in the classroom
• Transformative,
• Giving teachers new ideas and ways to change their classroom practice.

36. Five Models of Teacher-Centered Professional Development
1. Observation/Assessment
Master teacher in a school / specialist / very experienced teacher -
observes teachers in their classrooms, assessing their instructional practices and
providing structured feedback.
2. Open Classrooms
Teachers want to see other teachers in action. In an open classroom model,
teachers create lessons and invite colleagues to observe the lesson and provide feedback
in a post-observation session.
The focus of open classroom is on teacher behavior.

37. 3. Lesson Study
Lesson study is a well-studied and highly successful form of
professional development—if teachers are provided the time, support,
resources and skilled facilitation needed.
In lesson study, teachers collaboratively plan, develop or improve
a lesson; field test the lesson in a classroom; observe it; make changes;
and collect data to see the impact of the lesson on student learning.
This usually occurs over a period of months.

38. 4. Study Groups

39. Teachers benefit from formal discussions and interactions with
peers around critical issues.
In study groups teachers collaborate, as a single large group or in
smaller teams, to study a particular issue with the goal of solving a
common problem or creating and implementing a plan to attain a common
goal.
The study—the reading, discussion, writing and reflection, led by a
skilled facilitator—is the key component of a study group.

40. 5. Looking at Student Work

41. “Looking at Student Work” (LASW) is a model of teacher
collaborative self-study and formative assessment that focuses on
examining student work and assessing the way the teacher designed the
particular activity being reviewed.
The power of teachers collaboratively examining student’s work.
Linking it back to how students learn, and how the lesson was designed,
and then restructuring lessons based on this information is a key
component.

42. This type of professional development uses highly structured
protocols that make the examination of student work non-
threatening and keep the focus off what the teacher did or did not do
and instead on evidence of student learning.

43. Effective Professional Development

44. • Content focused
• Incorporates active learning
• Supports collaboration.
• Uses models of effective practice
• Provides coaching and expert support
• Offers feedback and reflection
• Sustained duration

45. Responsibilities of beginning teacher assistance
1. Professional Development/Growth Plan
2. Mentor Teachers
3. Higher Education Assistance

46. Professional Development Educator’s Responsibility
• Provide an atmosphere within the classroom.
• Provide time on a weekly basis for two-way conferences.
• Model effective classroom management techniques for the teacher
candidate.
• Help the student teacher implement efficient daily routines and
procedures.
• Demonstrate best practices methods.

47. Evaluating Professional Development
Evaluation Level Questions Addressed
Participants’
reactions
• Did they like it?
• Was their time well spent?
• Did the material make sense?
• Will it be useful?
• Was the leader knowledgeable and helpful?
• Were the refreshments fresh and tasty?
• Was the room the right temperature?
• Were the chairs comfortable?
Participants’
learning
Did participants acquire the intended knowledge
and skills?

48. Organization support and
change
• What was the impact on the organization?
• Did it affect organizational climate and procedures?
• • Was the support public and overt?
• Were problems addressed quickly and efficiently?
• Were sufficient resources made available?
• Were successes recognized and shared?
Participants’ use of new
knowledge and skills
• Did participants effectively apply the new knowledge
and skills?
Student learning outcomes • What was the impact on students?
• Did it affect student performance and achievement?
• Did it influence students’ physical or emotional
well-being?
• Are students more confident as learners?
• Is student attendance improving?
• Are dropouts decreasing?

49. Designing effective professional development
 Participation
 Content focus
Active learning
 Research base for specific type of activities
 Involvement with curriculum
 Workshops/Seminars
 Active research
Case discussions

50.  study groups
 lesson study
 Examining student work
 Coaching
Mentoring
 Collaborative work

51. • Orientation
• Preceptor/co-worker support
• In-house educational programs
• Advanced certification
• Research evidence based practice
• Teamwork (interdisciplinary team work)
• HEALnet is a unique online continuing professional
development(CPD) website for Nurses and Health Professionals.

52. Accountability is...
Accountability at work

53. Accountability is... Effective leadership in action

54. Accountability is...
Knowing who, what, when, why, and how

55. Accountability is...
Communicating effectively

56. What is accountability?
Accountability means individuals are responsible for their actions
and maybe asked to justify them.

57. Professional development systems differ in the way they
respond to four central questions:
• Who is accountable?
• To whom are they accountable?
• For what are they accountable?
• And with what consequences?

58. ACCOUNTABILITY
One focus of the accountability and professional development
department is to provide timely and accurate information to the schools
for informed decision-making.
Aim to provide information that supports continuous improvement
of our academic and operational services.
There are multiple accountability measure that the responsible for,
it is our responsibility to guide, inform, and support in these areas.

59. Nurses cannot blame anyone else for mistakes – they are
accountable, answerable, and liable for their own actions, the completion
of the assigned task, and acts of delegation.
Accountability cannot be delegated.

60. Professional Responsibility and Accountability
• Accountable and takes responsibility for own nursing actions and
professional conduct.
• Functions within own level of competence, within the legally recognized
scope of practice and within all relevant legislation.
• Assesses own practice and undertakes activities to improve practice and
meet identified learning goals on an ongoing basis.
• Takes action to promote the provision of safe, appropriate and ethical care
to clients.

61. • Advocates or helps to develop policies and practices consistent with
the standards of the profession.
• Maintains own physical, psychological and emotional fitness to
practice.
• Maintains current registration.
• Understands the role of the regulatory body and the relationship of
the regulatory body to one’s own practice.

62. Teachers in opportunity
✱Lead other teachers
✱ Specialize in their best roles and subjects
✱ Receive on-the-job development routinely
✱ Manage advanced professionals
✱ Typically work in collaborative teams
✱ Advance in their careers through new roles, without leaving teaching

63. Conclusions/Challenges
Understand today’s Nursing world and their preferred ways of learning
Be comfortable using the new tools
Be continuous learners and integrate the new tools into the
curriculum

64. Any Doubts

65. Thank You