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Refugee Voice Wales Staff Development Programmes

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According to Thomas Guskey, the best fit of an expert development occurrence for any local background requires acknowledgment, collection and psychiatry of the five critical stages of information (Guskey 2002). Each stage is more compound than the stage before.
Success at an early stage may be essential for optimistic results at the next higher one. it’s clearly not enough. Stages progress from decisive (especially stages one and two) to collective appraisal (especially stages four and five).
The power of thinking in terms of the five estimation stages is engaging teachers in the planning of skills development activities. Guskey defines the procedure for running backward from Stage 5 the student knowledge outcomes that you want to attain and through each succeeding stage to what set of experiences will allow participants to get hold of the needed knowledge and skills (Stage 1). The depiction of each stage follows.
Second, most of the currently identified characteristics of effective professional development seems best described as yes, but . . . statements. For example, yes, enhancing teachers’ content and pedagogical knowledge is important, but existing research is limited mainly to investigations of mathematics and science instruction. Yes, professional development should provide sufficient time and resources, but such time and resources must be used wisely, focusing on activities that positively affect learning and learners. Yes, professional development should include procedures for evaluation, but evaluations that focus narrowly on educators’ self-reported satisfaction with professionaldevelopment activities offer inadequate guidance and direction to improvement efforts. And so on.