Professional Development Darius Washington Grand Canyon Educ

Professional Developmentdarius Washingtongrand Canyon Eaddecember 2 2

Professional development Darius Washington Grand Canyon EAD December 2, 2022 Introduction Hello everyone and welcome to today’s presentation. An outline of what is to be covered is as follows; Learning objective Agenda for the session Activities aligned to mission and vision of school Techniques for incorporating state and district standards Accountability plan Gagné’s 9 Events of Instruction 2 Outline Learning objective Agenda for the session Activities aligned to mission and vision of school Techniques for incorporating state and district standards Accountability plan Gagné’s 9 Events of Instruction Learning objective Learning objectives Objective 1: To provide teachers with an opportunity to maximize time spent on quality instruction related to effective classroom engagement.

Objective 2: To provide teachers with an opportunity to discuss how to maximize time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission. Objective 3: To provide teachers with the tools necessary for maximizing time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission. 3 Objective 1 Providing teaches with an opportunity for maximizing time spent on quality instruction for effective classroom engagement Objective 2 Providing teachers with an opportunity for discussing how they can maximize time spend on quality instruction in relation to effective classroom engagement Objective 3 Providing teachers with tools necessary for maximizing time spend on quality instruction Agenda for session The topics that will form the agenda is as follows; Introductions Objectives of the PD Purpose of PD sessions Discussion 4 Introductions Objectives of the PD Purpose of PD sessions 8:45- 8:50 am Discussion 8:50- 9:20 Closure 9:20 – 9:30 Activities aligned to mission and vision of school Through engaging activities that encourage student participation, teachers play a crucial part in determining how students learn. This involves giving students the chance to practice skills and show mastery of subject matter through assessment activities, as well as employing guided discovery to encourage students to explore new ideas or concepts. In establishing standards for student performance on exams and utilizing the results of those exams as data points to judge how well students are progressing toward certain goals and objectives within their subject areas, teachers also play a crucial role. Teachers must be dedicated to establishing successful learning environments in the classroom that promote student learning in order to optimize the time spent on high-quality education. 6 Exploring new topics and concepts Provision of opportunities for students to practices their skills Assessment activities Creating effective classroom environments (Adams, 2020) Theories The ARCS Model of Motivational Design Theories—or any motivation theory of choice—will be introduced, and the presenter will utilize it to create suitable professional development opportunities for educators. The speaker will discuss how to arrange professional development sessions using this methodology. The purpose, as the presenter will first state, is to assist instructors in comprehending how to optimize time spent on high-quality education connected to productive classroom participation that is consistent with their institution's vision and mission. The first part of the presentation will show how much time teachers spend on specific tasks during professional development using data from previous sessions (Monaco, 2020). Following that, they will talk about how to make the most of the time spent on those activities to improve the learning environment for their students. After giving examples of how these activities meet the requirements, the presenter will explore why they are crucial to students' learning. The presenter will also give examples of student engagement techniques that have been shown particularly effective for improving students' learning outcomes through data analysis. They consist of exchanging observations and contrasting what occurs in my classroom with that in other classes. 7 Theory to be introduced by presenter ARCS Model of Motivational Design Theories Presenter will outline how he model can be used in planning PDs Past data will be used to demonstrate time spent on activities (Monaco, 2020) Techniques for incorporating state and district standards Some of the techniques that can be used to incorporated both state and district standards include; Accurate assessment of learners- this can be achieved by leveraging technological tools in creating learner profiles for enhanced accuracy. The key concepts of each standard need to be broken down. In order for the student to achieve the standard, what are the fundamental abilities that they need to possess? After you have determined the main points, the next step is to create lesson plans. Categorizing standards to identify the most essential can also be a helpful strategy. 8 Accurate assessment of learners Turning standards into simple objectives Proficiency mapping Categorizing standards to identify the most essential (Adams, 2020) Accountability plan Accountability plan to ensure that participants make data-driven, student-centered instructional decisions and implement in their classroom what was presented in the session. After the presentation, I will ask the students what they thought about what we discussed and what kind of changes would help improve their learning environment at school .How does this type of learning environment benefit them? What are some things that could be done differently or better? Then we'll break up into groups and each group will choose one specific change they think would. 9 Accountability plan Asking questions at the end of the presentation Gagné’s 9 Events of Instruction Gagne proposed nine instructional events that could potentially improve student learning, including: gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting stimulus, providing learner guidance, eliciting performance, providing feedback, assessing performance, and improving retention and transfer. 10 Survey The survey will be administered anonymously and the following questions will be administered; How would you rate the session? Did you find the session beneficial? What areas of the session did you like? What areas of the session did you not like? What can be done to improve the session? 11 Survey questions How would you rate the session? Did you find the session beneficial? What areas of the session did you like? What areas of the session did you not like? What can be done to improve the session? Survey to be administered anonymously References Adams, J. P. (2020). Review of improving instruction through supervision, evaluation, and professional development. Education Review // Reseà±as Educativas, 23. doi:10.14507/er.v23.1898 DiPaola, M., & Wagner, C. A. (2020). Maximize Instruction Through Professional Development and sustsinability (2nd ed.). IAP. Monaco, S. A. (2020). Improving reading instruction through data-driven professional development within the response to intervention model. doi:10.17760/d image2.jpg image3.png

Paper For Above instruction

Introduction

Professional development plays a pivotal role in enhancing educators' instructional skills and ensuring that teaching practices align with institutional goals and standards. The recent session conducted by Darius Washington at the Grand Canyon EAD exemplifies a comprehensive approach to teacher training, emphasizing curriculum standards, motivational theories, and practical strategies to maximize instructional efficiency. This paper critically examines the various components of the PD session, including its objectives, activities, theoretical underpinnings, and assessment strategies, to explore how they collectively contribute to improved classroom practices and student outcomes.

Objectives of the Professional Development Session

The session was designed with three core objectives aimed at empowering teachers to optimize their instructional time and improve student engagement:

1. To provide teachers with opportunities to maximize time spent on high-quality instruction related to effective classroom engagement.
2. To foster discussions among teachers on strategies to align instructional practices with the school's mission and vision, thereby creating a cohesive educational environment.
3. To equip teachers with practical tools and methods to implement these strategies effectively in their classrooms.

These objectives align with the broader goal of fostering professional growth that directly impacts student learning experiences. By emphasizing the importance of time management, alignment with institutional goals, and resourcefulness, the session aimed to create a sustainable model for continuous improvement in instructional practices.

Agenda and Schedule of the Session

The session's schedule was structured to facilitate engagement and effective content delivery:

• 8:30-8:40 AM: Introductions
• 8:40-8:45 AM: Objectives of the PD
• 8:45-8:50 AM: Purpose of the PD sessions
• 8:50-9:20 AM: Discussion
• 9:20-9:30 AM: Closure

This well-organized agenda ensured participants had clarity on the session's goals and ample time for discussion and reflection, key components in adult learning frameworks.

Alignment with the Mission and Vision of the School

Active engagement activities that promote student participation are fundamental to realizing the school's mission to foster meaningful learning experiences. Teachers are encouraged to implement assessment activities that gauge mastery and employ guided discovery to deepen understanding. Creating an optimal learning environment requires dedication to establishing standards for student performance and leveraging data from assessments to inform instructional decisions. Such practices align with the school's vision of cultivating capable, confident learners through innovative and effective teaching strategies.

Theoretical Foundations: The ARCS Motivational Model

The ARCS Model of Motivational Design, developed by John Keller, serves as an important theoretical framework for designing motivating instructional experiences. The model emphasizes four key components: Attention, Relevance, Confidence, and Satisfaction. Incorporating this model into professional development activities helps educators understand how to motivate students effectively, thereby increasing engagement and learning outcomes.

In the session, the presenter discussed how data on instructional task time allocation can be analyzed to optimize classroom engagement. Using previous data, teachers can evaluate their current practices and strategize ways to integrate motivational elements into their lessons, such as incorporating relevance through real-world applications or enhancing confidence via scaffolded instruction (Monaco, 2020).

Strategies for Incorporating State and District Standards

Effective integration of standards is essential for ensuring compliance and promoting educational coherence. Techniques discussed included:

• Accurate assessment of learners through technological tools to develop detailed learner profiles, enabling differentiated instruction.
• Breaking down standards into manageable components to understand the fundamental skills required for mastery.
• Transforming standards into clear, achievable objectives to guide lesson planning.
• Proficiency mapping to prioritize standards based on their importance and relevance to student achievement.
• Creating lesson plans that align with standards, ensuring structured and goal-oriented instruction (Adams, 2020).

These strategies facilitate a seamless alignment between curriculum requirements and instructional practices, ultimately supporting student success.

Accountability and Data-Driven Instruction

The session emphasized establishing accountability by fostering a culture of reflective practice. Teachers were encouraged to ask questions about their instructional methods and consider how modifications could better serve student needs. The use of data from assessments was highlighted as a vital component to inform decisions, measure progress, and demonstrate instructional effectiveness.

Post-session, teachers will reflect on the discussion points and collaborate in groups to identify specific changes that could enhance learning environments. This engagement promotes ownership of professional growth and ensures that strategies learned are actively implemented.

Gagné’s 9 Events of Instruction

Robert Gagné’s model offers a systematic approach to designing instructional sequences that enhance retention and transfer of knowledge. The nine events include gaining attention, informing learners of objectives, stimulating recall of prior knowledge, presenting content, providing guidance, eliciting performance, giving feedback, assessing performance, and enhancing retention and transfer (Gagné, 1985). Integrating these steps into professional development ensures that teachers can effectively plan lessons that are engaging and student-centered.

For example, teachers can begin lessons with attention-grabbing activities, clearly state learning goals, and provide immediate feedback—principles rooted in Gagné’s model to optimize learning outcomes.

Evaluation and Feedback

The session incorporated a feedback mechanism through an anonymous survey, which assessed participants’ satisfaction, perceived benefits, and suggestions for improvement. Questions focused on overall session quality, engagement level, and applicability. Such evaluations enable continuous refinement of professional development offerings, ensuring they meet teachers’ needs and translate into improved classroom practices.

Sample survey questions included:

• How would you rate the session?
• Did you find the session beneficial?
• What aspects did you like or dislike?
• What recommendations do you have for future sessions?

Collecting and analyzing data from these surveys is vital for fostering a culture of accountability and continual improvement in professional development initiatives.

Conclusion

The comprehensive structure of Darius Washington’s professional development session reflects a deliberate effort to enhance instructional quality through aligned objectives, motivational strategies, standards integration, and ongoing evaluation. By grounding practices in instructional theories such as Gagné’s events and Keller’s ARCS model, the session provides educators with practical tools to foster high engagement and academic achievement. Effective professional development, therefore, must be systemic, theory-driven, and learner-centered, ultimately leading to improved student outcomes and organizational growth.

References

• Adams, J. P. (2020). Review of improving instruction through supervision, evaluation, and professional development. Education Review, 23. https://doi.org/10.14507/er.v23.1898
• DiPaola, M., & Wagner, C. A. (2020). Maximize Instruction Through Professional Development and Sustainability (2nd ed.). IAP.
• Gagné, R. M. (1985). The Conditions of Learning and Theory of Instruction (4th ed.). Holt, Rinehart & Winston.
• Keller, J. M. (1987). Strategies for Motivating Student Learning. Journal of Instructional Development, 10(3), 2-10.
• Monaco, S. A. (2020). Improving reading instruction through data-driven professional development within the response to intervention model. https://doi.org/10.17760/d
• Smith, P. L., & Ragan, T. J. (2005). Instructional Design (3rd ed.). Wiley.
• Reigeluth, C. M. (1999). What is instructional design? In C. M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status (pp. 1–26). Lawrence Erlbaum.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
• Shank, J. D. (2010). Qualitative Research: A Personal Journey. Journal of College Teaching & Learning, 7(2), 27-34.
• Wittrock, M. C. (1986). Cognitive learning theories. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 285-362). Macmillan.