Professional Developement of Teachers
The nurturing and development of teachers in Catholic Schools is a constant consideration for all educational leaders. A successful Catholic education facility needs to demonstrate consistent commitment to the ongoing development of the whole child. This development needs to reflect the Gospel teachings, while offering current theories and practices embedded in student learning opportunities. Professional development and mentoring of staff is a vital component in order for all staff to stay abreast of the latest pedagogy.
Professional development should be purposeful, ongoing and reflective and it takes many forms depending on the individual needs and the needs that are influenced by the context of the school. Individual, target groups, whole staff, pedagogy and practice, content specific and faith formation are a selection in which teachers choose in order to improve their knowledge and practices. The leadership team must be supportive of teachers and encourage them to seek to improve and personally grow in their craft of educating our youth and providing improved educational opportunities for students. The notion of development is evolving along with society. This report will briefly look into forms of professional development and mentoring and the role it plays within educational settings.
One area of consideration when allocating funds for the development of teachers is in line with raising student academic achievement. Hayes and Noonan (2009) focus on whole school development centred on pedagogical improvement. Increasing teacher knowledge of the subject matter being taught is an effective strategy in enhancing student achievement, while also developing understandings around how students learn (pedagogy). The flow on effect from this will be an increase in student engagement. It is vital for the Principal to be committed to a whole school approach to the development of the staff and up-skilling of that staff by scaffolding processes and
Professional development should be purposeful, ongoing and reflective and it takes many forms depending on the individual needs and the needs that are influenced by the context of the school. Individual, target groups, whole staff, pedagogy and practice, content specific and faith formation are a selection in which teachers choose in order to improve their knowledge and practices. The leadership team must be supportive of teachers and encourage them to seek to improve and personally grow in their craft of educating our youth and providing improved educational opportunities for students. The notion of development is evolving along with society. This report will briefly look into forms of professional development and mentoring and the role it plays within educational settings.
One area of consideration when allocating funds for the development of teachers is in line with raising student academic achievement. Hayes and Noonan (2009) focus on whole school development centred on pedagogical improvement. Increasing teacher knowledge of the subject matter being taught is an effective strategy in enhancing student achievement, while also developing understandings around how students learn (pedagogy). The flow on effect from this will be an increase in student engagement. It is vital for the Principal to be committed to a whole school approach to the development of the staff and up-skilling of that staff by scaffolding processes and
References: Cook, T. (2004). Responding to Lesdership Challenges in Catholic Education in the US: the Lived Reality. Catholic School Studies. October 31-39. Farley, S. (2007). ‘Leadership actions’: how are you doing? Principal matters. Winter 40-41. Harris, A., & Lambert L. (2003). Building Leadership Capacity for School Improvement: The Role of Professional Development Lavery, S Hayes, P. & Noonan, P. (2009). From knowledge of action to knowledge in action. The Australian Educational Leader. 31 (1) 16-20. Noonan, P & hayes, P. (2009). Find your voice; Real professional renewal. Professional Educator. 8 (2) 28-31. Rowley, J. (1999). The Good Mentor. Educational Leadership. 56 (8) 20-22.