By: Edward Johnson
EDU 695
Dr. Lunsford
Professional Development
The purpose of this study was
conducted to determine significant trends in classical school tradition.
However, it was also done to provide collaborative insight of ways that teachers could communicate to help students in the classroom .
Research Questions
How can school traditions be developed which
are capable of reflecting the morals and exercises of professional learning communities? What is the benefit of this tradition in schools?
Outcomes and Results
Professional learning communities offered
chances for teachers to talk about their experiences. In addition to providing safety for asking questions. Nevertheless, having the opportunity to act in a community which operated in such a fashion that uncertainty was given support, as well as sometimes preference too.
Modification
The adjustments that I would make to this
professional development is enrich with a deeper analysis and vision for educating teachers . In addition, to enriching more professional levels of development to change the education sphere. Nevertheless, increasing chances for learning with regard to educators, including the life of an educator with a stance of inquiry
Why important to our Schools?
Professional development employed in differentiated
instruction serves educators with the equipments needed for chances of learning for every student.
However, differentiated instruction approaches emphasize content goals and curriculum targets in a relevant manner for every pupil. Finally, professional enrichment may increase learning experiences by the way it affects teaching methods and at the time of the community's collective effort to establish respect and trust for one another, educators envision themselves as teachers and learners at the same time.
Reference
Snow-Gerono, J. L. (2005). Professional
Development in a Culture of Inquiry: PDS
Teachers. Identify the Benefits of Professional
Learning Communities. Teaching And Teacher
Education: An International Journal Of Research
And Studies, 21(3), 241-256
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