Professional Development Needs Assessment for Teachers

Transcription

1 Professional Development Needs Assessment for Teachers Name _ Grade Level / Subject Date ABOUT THIS INSTRUMENT: RCB Medical Arts Academy places a high priority on the continuing professional development of teachers. Teachers must be given whatever they need in order to do the work they have before them and have an impact on their students. The following needs assessment will assist us in determining directions our professional development program should take. It is divided into two parts: Instruction, Classroom Management, and Technology. In this assessment, we ask that teachers simply state their comfort level in doing particular actions that are directly related to effective teaching, classroom management and the implementation of technology in the classroom. Each section gives a number of tasks, and the teacher will indicate, on a 1 to 5 scale, their comfort level in accomplishing that task. For the purposes of this assessment, the administration assumes that all of our teachers are excellent at doing all of these activities -- but that everyone operates at a different comfort level. Hence, we will not be using your answers in any way to evaluate you as a teacher, but only to create opportunities for professional development in areas where teacher comfort level may be enhanced. Thank you for giving us your input and helping us focus our Professional Development efforts for you and for our students. Part I Instructional Skills Very Comfortable Comfortable Uncomfortable Planning and Preparation Activities 1. Developing the essential parts of a lesson plan and how to develop lesson plans in a block (80 min.) schedule 2. Aligning performance objectives to state standards 3. Displaying performance goals and objectives in student friendly language to inform students of what they need to know and be able to do...

2 4. Describing instructional procedures clearly in lesson plans Developing Bell Work that is engaging of students 6. Including assessment procedures and materials in lesson plans Aligning instruction with Arizona State Standards and documenting in curriculum maps the Standards being learned Using information about students to plan instruction and to accommodate differences in developmental and individual needs (baseline testing) Developing lessons guided by knowledge of students needs, interests and experiences Planning lessons that integrate knowledge from different subject areas Incorporating multiculturalism and diversity in lessons Finding resources for lesson plan development Collaborating with colleagues to develop and review curriculum and lesson plans... Communication and Interaction 1. Communicating high expectations to students Using acceptable written and oral communication with students Listening to students and demonstrating an interest in what they are saying by responding empathetically and 2

3 appropriately Building a classroom climate of acceptance that encourages creativity and inquisitiveness and risk-taking Explicitly explaining and modeling learning 6. Explicitly stating or referring to displayed objectives 7. Providing opportunities for students to cooperate, communicate and interact with each other to enhance learning Regularly communicating progress of students to students, parents, and colleagues in an appropriate way Submitting regular progress reports to parents or guardians of students Participating in school culture and social life in a way that contributes to student learning Collaborating with other professionals to improve the learning environment for students Accessing community resources and services to foster student learning Demonstrating productive leadership and team membership skills that facilitate the development of mutually beneficial goals... Teaching and Learning 1. Displaying knowledge of the subject being taught Projecting enthusiasm for teaching and learning... 3

4 Explicitly explaining and modeling learning, or offering teacher-led practice on the learning Providing anchor papers, exemplars or rubrics to model academic expectations 3. Stating objectives and communicating the importance of the topics being taught... Emphasizing key vocabulary Displaying academic vocabulary words from the lesson Explicitly reviewing the academic vocabulary by defining, demonstrating or showing how each term is used within the context of the learning Engaging students to listen to, look, say, read, demonstrate or write during the learning Using scaffolding techniques to support student learning Directing or telling students to use the academic vocabulary related to the objective in their responses or conversations 4. Making instruction relevant and meaningful Using a variety of appropriate teaching strategies, such as cooperative learning, demonstration, discussion, inquiry, simulation Providing learning experiences that accommodate differences in developmental and individual needs Relating concepts in language understood by the students Giving directions that help students carry out instructional 4

5 activities and using concrete examples to clarify when necessary Providing opportunities for students to apply concepts in problem-solving and critical thinking Using questions to identify misconceptions or confusion and to monitor student work Adjusting strategies in response to learner feedback and encouraging students to expand on and support their responses... Engaging students to identify similarities or differences Engaging students to summarize Engaging student to take notes Engaging students to complete an advance organizer 12. Using adequate wait time (e.g. 10 to 20 seconds) for responses in order to encourage higher level reflective thinking... Eliciting students to be engaged in learning related to the objective Making engagement mandatory through various techniques 13. Giving timely feedback on academic performance and discussing corrective procedures to be taken... Acknowledging students for their efforts or proving reinforcement for accomplishments Explaining specifically what students are doing that is correct 5

6 Explaining specifically what students are doing that is incorrect and how to correct it 14. Maintaining privacy of student records and performance Clearly communicating assignments by posting them or writing them on the board, along with an outline of the day s classroom activities... Managing the Learning Environment 1. Demonstrating fairness and supportiveness in order to achieve a positive, interactive learning environment Using instructional time effectively Monitoring student participation and interpersonal interactions in learning activities and encouraging students to develop self-monitoring skills Establishing efficient routines for procedural tasks and delegating tasks to students Attending to organizing time, space, activities and materials Maintaining the grade book on a class-by-class basis... Assessment of Student Learning 1. Communicating assessment criteria and performance standards to students throughout the course being taught... Regularly providing specific feedback to students on output Developing multiple and daily checks for understanding 6

7 2. Developing and using a variety of formative assessments Encouraging students to assume responsibility for learning and to engage in self-evaluation Maintaining records of student work and performance and communicating student progress to students, parents and colleagues... Assessing writing assignments according to school-wide rubrics 5. Working with other staff and leadership in analysis of student progress... Adjusting learning based on student assessments Engaging students to self-evaluate 6. Using assessment to guide future instructional decisions... Special Education 1. Identifying potential candidates for special education Services (45 Day Screenings / Child-Find Meetings) Reading an Individual Education Plan (IEP) and using the information given to develop instructional strategies Helping to develop and write I.E.P.s for students Reporting the progress of special education students with sensitivity to their needs Demonstrating knowledge of disabilities and their educational implications... 7

8 6. Demonstrating knowledge of state and federal special education laws, rules and regulations Assisting in the design and implementation of Individualized Education Plans through diagnostic teaching, instructional adaptations, and individual management techniques... Professional Development 1. Reviewing teaching practices and evaluating the influences of these practices on student growth and learning Designing and continually adapting a professional development plan for improving instruction and student learning Using employers documentation of his or her performance to develop a professional development plan Pursuing professional activities to support development as a learner and a teacher... Part II: Classroom Management Skills Classroom Environment 1. Establishing and maintaining standards of mutual respect Encouraging students to demonstrate self-discipline and responsibility to self and others Facilitating cooperation among students and a productive environment Getting students excited about learning... 8

9 5. Remaining consistent and fair Modeling behaviors requested of students Having a back-up activity for unexpected events, or for students who are bored or finish early with work Developing pro-active classroom management techniques and avoiding reactive ways of dealing with problems as they arise Breaking up classroom time into several activities and transitioning smoothly from one to the next Beginning at the beginning of class and ending at the end... Communication of Expectations 1. Establishing rules and communicating the rules effectively and positively Communicating and enforcing school policies within the classroom Establishing trust among students for their teacher Acknowledging inappropriate behavior and reinforcing positive counterparts Using praise and planning student rewards Establishing procedures for student tardiness, bathroom breaks, and lack of ready-to use supplies Communicating the consequences of positive behaviors and negative behaviors effectively Establishing with appropriate administrators the procedures for disciplinary action... 9

10 9. Creating environments that are interesting, and that communicate something positive about the teacher, his or her interests, hobbies, family Phrasing rules in positive terms. For example: Settle conflicts appropriately, instead of, No fighting! or Leave gum at home, instead of No gum chewing! Determining the level of self-discipline achieved by individual students and creating developmental strategies to meet different needs Knowing when to ask for help Finding opportunities to inter-act with students outside of the classroom... Habits of Highly Effective Classroom Managers 1. Catching students doing positive behaviors and reinforcing those behaviors Circulating through the room, and, through physical proximity, stopping inappropriate behavior before it starts Ignoring behaviors that may possibly increase by attending to them Developing non-verbal cues or body language to let students know behavior is unacceptable Redirecting bored students back to task by offering to help, discussing the assignment or complimenting the student's accomplishment on the completed part of a task Making sure the students are focused and quiet before a lesson begins... 10

11 7. Establishing focusing techniques which are effective and inoffensive Remaining soft-spoken Knowing each student by name, memorizing names Starting each class off right by having a start-up activity that immediately engages students Making parents allies Disciplining individual students quietly and privately... Intervention Techniques 1. Avoiding confrontations and verbal escalations with students Anticipating problems before they occur and handling them inconspicuously Taking care that students are not rewarded for misbehavior by becoming the focus of attention Making assertive I-statements that express a desired behavior for students who are off track Calling students back to appropriate behavior by positively stating the behavior desired. For example: I want you to do the exercise, as opposed to, Stop talking, with this latter approach often leading to student denials and escalations of conflict Using a reminder as a first step when confronting inappropriate behavior Giving verbal or written warnings in an appropriate way if inappropriate behavior is ongoing... 11

12 8. Developing in-classroom consequences for inappropriate behavior Having a response system in place for emergency situations Keeping records of specific disciplinary problems, consequences, communications with administration and parents, and on-going teacher responses Identifying threats to student safety and responding appropriately Recognizing emotional disturbance in students which could lead to violence against self or others and responding appropriately Knowing relevant state laws as regards disciplinary issues and teacher responsibilities Recognizing the signs, within ourselves, of emotional stress due to teaching and managing classrooms and finding constructive ways of dealing with it... Part III: Technology Skills 1. Integrating technology into the lesson plan 2. Using basic computer skills and teaching them, (ie. use of a mouse, keyboard, navigating a desktop, password use...) 3. Facilitating a presentation with Power Point Attaching links to a Power Point presentation or lesson plan... 12

13 5. Exploring and using ACCESS Developing lesson plans that use A+ Learning software Monitoring class progress in learning software Using a Smart Board Corresponding with Updating the school web page Developing a student web page Using an LCD projector for multimedia presentation Increasing student technology literacy in class 13