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Home About the ATA Teaching in Alberta Publications News Room For Members
Alberta Teachers' Association > For Members > Professional Development > Professional Growth Plans > Section 3 > Professional Development Activities for Teachers
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Within the scope of a professional growth plan, teachers and school administrators
can undertake a range of professional learning activities including reading professional
journals, trying out new practices in the classroom and joining professional
organizations. Below is a list of professional development activities that can be
undertaken individually or collaboratively as part of a professional development plan. In
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Teachers often use their classrooms as research sites. For example, teachers might
teach a concept in different ways to determine which had the greatest effect on student
learning. Likewise, teachers might experiment to see what approach is most effective
in facilitating cooperative learning among students.
Administrators can use action research to address issues related to their leadership
role in schools. Action research is a reflective strategy that requires the collection of
qualitative and quantative data, which can lead to enhanced practice.
School administrators may benefit from visiting a school in the jurisdiction or another
jurisdiction to view the facility, explore alternatives for organizing resources and
discuss leadership strategies with the hosting school administrator.
Classroom and school visitations may range from a single day up to two weeks and/or
multiple visits over time.
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and its international counterparts and the Ministry of Education in Quebec. Calendar
year and short-term exchanges are offered in a number of countries. All costs of the
program are borne by the participant but the benefits of an exchange are both personal
and professional. More information.
An emphasis on projects
Sources that go beyond textbooks
Relationships among concepts
Thematic units as organizing principles
Flexible schedules
Flexible student groupings
collaboratively to plan, teach, observe and critique a small number of study lessons. To
provide focus and direction to this work, teachers select an overarching goal and
related research question that they want to explore. This research question guides their
work on all the study lessons. Teachers then jointly draw up a detailed plan for the
lesson that one of the teachers delivers to students in a real classroom. Other group
members observe the lesson. The group then meets to discuss their observations.
Often, the group revises the lesson, and another teacher delivers it in a second
classroom, while group members again look on. The group then meets again to
discuss the observed instruction. Finally, the teachers produce a report of what their
study lessons have taught them, particularly with respect to their research question.
Studies on beginning teachers demonstrate that the first three years of teaching play a
crucial role in shaping a teachers perception of the profession and in helping the
teacher decide whether to stay or leave. Beginning teachers are in greatest need of the
support that will enhance their classroom management and instructional skills. They
also need support systems that will help them see teaching as a collegial, rather than
an isolated, endeavour. Mentors can provide the advice, suggestions and constructive
feedback that can make the difference between whether a new teacher succeeds or
fails. More information on mentoring is available in the ATA publication Mentoring
Beginning Teachers: Program Handbook.
School administrators who are new to administration or new to the school district,
veteran administrators in the first few years in the role, or vice-principals aspiring to
become school administrators can find mentorship supportive and beneficial to the
development of their leadership practice. Mentorship is most beneficial when it is
based on an action plan that includes goals and strategies. More information on
mentorship for leadership is available in the ATA publication Administrator Mentorship
Handbook.
Mentoring is an effective process to support teachers whether they are new to the
profession, new to a curriculum or grade level, or new to an administrative designation.
According to the provincial Teacher Growth, Supervision and Evaluation policy, a plan
for teacher mentorship can be the teachers professional growth plan.
Electronic networks can respond to educators needs to communicate with a larger and
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more diverse group of educators beyond the staff at their own schools. A computer, a
modem and access to a telephone line can link teachers to the electronic village. Open
systems can connect teachers to existing online libraries, databases, list servers and
other communication systems.
Participants can discuss such issues as evaluation and assessment, technology across
the curriculum, environmental and global education, second language instruction,
conflict resolution, school leadership and school-based research.
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As the work of the study group progresses, participants may decide to redefine goals
or to invite a specialist to attend a scheduled meeting. Study groups work best in a
collaborative environment that allows for intellectual exchange and shared experience.
Next:
Meaningful Measures
Section 4: Prepare for a Successful Review of Your Growth Plan
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