It would be correct to say that teachers are the building block for any society. It is important that teachers should be learned and well educated so that they can impart the same education to students. The industry is changing and teachers have to often work under the frequent changing parameters. Therefore, it is important that teaches must have a plat to continuously upgrade their knowledge. The professional development of teachers is an integral part of teachers’ self-development. Gonzales & Lambert (2014) argued that the development of students directly depend on the skills and knowledge of teachers. Hence, it would make sense to have a professional development plan for teachers in place. It is also important that the professional development plan for teachers should be flexible enough to change with the change in internal or external parameters. The professional development plan for teachers should focus on both internal and external factors. The internal factors would include the motivation level of teachers, the exposure of teachers, etc. The external factors would include the vision of the organizations, role played by teachers, etc.
Van den Bergh & Ros (2014) highlighted that professional development of teachers can happen only when the organizations have a training and development plan in place. It is recommended that there should be a training and development plan for teachers. The training and development plan should be followed by an assessment. The assessment would ensure that the professional development plan for teachers is able to meet its goals and objectives. At the same time, it is important to mention that developing and implementing of training and development plan is only aspect of professional development plan for teachers. The second critical aspect is the participation from teachers. The training and development plan under professional development plan for teachers would not be able to achieve its objective if teachers are not motivated to participate in the training programs. Therefore, it is important that teachers should be motivated to participate in training programs. There could be various ways to keep teachers motivated. Gregory & Allen (2014) highlighted that the participation in the training and development plan should be linked with the monetary benefits. When it comes to motivation, monetary benefits always attract people. Therefore, it would make sense to keep teachers motivated through monetary benefits.
Stewart (2014) argued that the ultimate objective of colleges is to increase and optimize students’ performance. The performance of student, in turn, depends on the knowledge and education impart to them. It is correct that self-learning and self-development is an important part of self-development. However, the knowledge and education imparted to students in colleges and universities is also critical for student development. The quality of education and knowledge that is imparted in the colleges and universities depends a lot on the skills and competencies of teachers. Therefore, it is recommended that efforts should be made to continuously improve the skill level of teachers. There could be traditional or contemporary method of skills and competencies development for teachers. It can be said that the approach of professional development is more of a contemporary or modern approach of professional development (DeMonte, 2013). The approach of professional development should also focus on understanding the current status of the skills and competencies of teachers. The plan for development should be based on the current skills and competencies of teachers. It is also important that the professional development plan should be flexible in nature. It means that there should be provision of change in the professional development plan.
Gamrat & Zimmerman (2014) highlighted that the implementation of professional development plan would be successful only when teachers’ involvement is high. It is recommended that teachers should be involved from start to end. The input of teachers should be collected while developing the framework for training. The inputs of teacher at the initial phase would also ensure that the motivation level of teachers remain high. One of the ways to make professional development plan successful would be to take feedback from teachers at regular time interval. The feedback should be used to bring further improvisations in the professional development plan. It is recommended that the feedback should be documented in the system so that continuous improvements could be made in the professional development plan.
DeMonte, J., 2013. High-Quality Professional Development for Teachers: Supporting Teacher Training to Improve Student Learning. Center for American Progress.
Gamrat, C., Zimmerman, H.T., Dudek, J. and Peck, K., 2014. Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program. British journal of educational technology, 45(6), pp.1136-1148.
Gregory, A., Allen, J.P., Mikami, A.Y., Hafen, C.A. and Pianta, R.C., 2014. Effects of a professional development program on behavioral engagement of students in middle and high school. Psychology in the Schools, 51(2), pp.143-163.
Gonzales, S. and Lambert, L., 2014. Teacher leadership in professional development schools: Emerging conceptions, identities, and practices. Journal of School Leadership, 11(1), pp.6-24.
Stewart, C., 2014. Transforming professional development to professional learning. Journal of Adult Education, 43(1), p.28.
Van den Bergh, L., Ros, A. and Beijaard, D., 2014. Improving teacher feedback during active learning: Effects of a professional development program. American educational research journal, 51(4), pp.772-809.
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