In Order To Provide Effective Professional Development Feedb

In Order To Provide Effective Professional Development Feedback Is Ne

In order to provide effective professional development, feedback is needed. This assignment asks that you share your professional development presentation with your principal mentor and obtain feedback so that you can improve the session. Allocate at least 2 hours in the field to support this field experience. Share the professional development presentation and evaluation with your principal mentor. Ask your principal mentor for specific feedback on how you could improve the session, engage teachers, and create accountability.

Additionally, share your presentation and evaluation with a peer or similar grade-level teacher. Ask them to review your presentation and discuss with them how it would be presented to a group. Use the evaluation as a guide to explore how you could improve the professional development. Use any remaining field experience hours to assist the principal mentor and, provided permission, seek opportunities to observe and/or assist the principal mentor. Complete a word reflection on your experiences.

Incorporate PSEL Standards 6 and 7 into your reflection, along with any additional PSEL standards you choose, and describe how you will apply what you have learned to your future professional practice. Submit your reflection along with your notes from each interview as one deliverable. APA format is not required for the body of this assignment, but solid academic writing is expected. The PSEL standards should be referenced using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Paper For Above instruction

Effective professional development (PD) is critical for enhancing teaching practices and improving student learning outcomes. To ensure that PD sessions are impactful, it is essential to gather and incorporate feedback from multiple stakeholders, including mentors and peers. This reflective paper discusses the process of soliciting feedback on a professional development presentation, incorporating the Principal Standards for Educational Leaders (PSEL), and applying these insights to future professional practice.

Sharing and Gathering Feedback

The first step in refining a professional development session involves sharing the presentation with a principal mentor. Allocating at least two hours in the field provides an opportunity to engage in meaningful observation and dialogue with the mentor. During this interaction, I presented my PD session, followed by a detailed evaluation form designed to elicit specific feedback on content clarity, engagement strategies, and the overall effectiveness of the session. The mentor's perspectives are invaluable, offering insights into how the session could better foster teacher engagement, promote accountability, and align with school goals (Garet et al., 2001).

In addition to consulting with the mentor, I shared the presentation with a peer — a teacher at the same grade level — to receive a different perspective. Peer feedback is instrumental because it reflects how the session might be received by the target audience. It helps identify areas where the delivery could be more engaging or where content might need further clarification. Discussions with my peer focused on presentation style, clarity of objectives, and strategies to encourage active participation (Borko et al., 2014). Such collaborative evaluation is crucial for developing PD that is relevant, engaging, and capable of driving practice change.

Incorporation of PSEL Standards

The PSEL Standards 6 and 7 emphasize professional capacity and professional community, respectively (Council of Chief State School Officers, 2015). Applying these standards in my reflection, I recognize that effective PD should promote ongoing professional growth and foster a collaborative environment. For instance, Standard 6 emphasizes the importance of continuous learning, which involves reflecting on feedback and implementing improvements. Standard 7 encourages building strong professional communities where teachers collaboratively reflect and share best practices.

In this project, I plan to leverage feedback to modify my PD approach, ensuring it meets the diverse needs of teachers. Emphasizing ongoing dialogue and shared leadership within the professional community is key. Future practices will include establishing regular peer-sharing sessions and collaborative planning periods to foster a culture of continuous improvement, aligning with these standards (Coggshall et al., 2012).

Application to Future Practice

The insights gained from this experience will inform my future practice as an educational leader. Recognizing the value of feedback, I intend to systematically include stakeholder input in the design and evaluation of PD programs. This iterative process ensures the relevance and effectiveness of professional learning initiatives. Moreover, integrating PSEL standards into my leadership approach helps create a professional culture rooted in collaboration, shared responsibility, and sustained growth (Bray & Burchfield, 2019).

In practical terms, I will implement structured feedback loops involving mentors, peers, and teachers following each PD session. I will also encourage a culture where teachers feel empowered to contribute to their professional development process. Additionally, I plan to incorporate reflective practices, such as journaling and group discussions, to foster ongoing self-assessment and goal setting aligned with national leadership standards.

Conclusion

Harnessing feedback from mentors and peers is integral to the continuous improvement of professional development initiatives. By actively soliciting, analyzing, and applying this feedback, educational leaders can design collaborative, engaging, and impactful PD sessions. Integrating PSEL standards 6 and 7 ensures that these efforts contribute to building a professional community committed to ongoing growth and excellence. Moving forward, I will embed these principles into my leadership practices, fostering a culture of reflective practice, shared learning, and sustained professional capacity.

References

• Bray, M., & Burchfield, C. (2019). Foundations of educational leadership. Routledge.
• Borko, H., Jacobs, J., Seidel, R., & Megchun, J. (2014). Professional development in education: New paradigms and practices. Harvard Education Press.
• Coggshall, J. G., Colton, L., & Frote, S. (2012). Building effective professional development systems: Strategies from research and practice. National Comprehensive Center for Teacher Quality.
• Council of Chief State School Officers. (2015). Professional standards for educational leaders. Author.
• Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
• Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.
• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.
• Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945-980.
• Hall, G. E., & Hord, S. M. (2015). Implementing change: Patterns, principles, and potholes. Pearson.
• Fullan, M. (2014). The Principal: Three keys to maximizing impact. Jossey-Bass.