Rea617 Unit 1 Writing Assignment Rubric Professional Develop

Rea617 Unit 1 Writing Assignment Rubric Professional Development Powe

Rea617 Unit 1 Writing Assignment Rubric- Professional Development PowerPoint Presentation (50 pts)

Criteria Ratings Pts This criterion is linked to a Learning OutcomeContent 20 pts ADVANCED All components of the assignment are included and are supported with solid research and sound educational practices. 17 pts PROFICIENT Most of the components of the assignment are included and are supported by some research and sound educational practices. 14 pts BASIC Several components of the assignment are missing and there is little evidence of research and sound educational practices. 11 pts MINIMAL The assignment does not address the stated components or use solid research or sound educational practices.

20 pts This criterion is linked to a Learning Outcome6 ILA Organization & Content 6 ILA Organization & Content threshold: 3.0 pts 4 pts Advanced - The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills. 3 pts Proficient- The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills. 2 pts Basic- The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking. 1 pts Minimal - The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills -- This criterion is linked to a Learning OutcomeOrganization 10 pts ADVANCED Assignment is organized in a clear and logical manner. 8.5 pts PROFICIENT Assignment has clear organization. 7 pts BASIC Assignment’s organization is not cohesive. 5.5 pts MINIMAL Assignment lacks organization and cohesion. 10 pts This criterion is linked to a Learning OutcomeEffectiveness of Presentation 10 pts ADVANCED PowerPoint slides are very neat and professional. Narration is clear and at a good volume. Presenter does not just read from the slides but expands and expounds on the information with additional detail 8.5 pts PROFICIENT Slides lack some professionalism, or narration is not clear or too soft. Presenter does not just read from the slides but expands and expounds on the information. 7 pts BASIC Slides lack some professionalism, or narration is not clear or too soft. Presenter generally reads from the slides but expands on the information a little 5.5 pts MINIMAL Slides are sloppy or poorly constructed, and presentation is not appropriate for a professional setting. Presenter reads from slides without enthusiasm or confidence. 10 pts This criterion is linked to a Learning OutcomeFollows Directions 5 pts ADVANCED Consistently follows directions and formatting shown in the template; no content errors 4.25 pts PROFICIENT Consistently follows directions in the template (1-2 MINOR formatting errors); no content errors. 3.5 pts BASIC Follows directions in the template but 1 content errors 2.75 pts MINIMAL Does not follow directions OR more than 1 content error. 5 pts This criterion is linked to a Learning OutcomeMechanics 5 pts ADVANCED - 4 The presentation demonstrates exceptional use of standard English conventions (mechanics, usage, grammar and syntax). NO ERRORS. 4 pts PROFICIENT - 3 The presentation demonstrates consistent use of standard English conventions (mechanics, usage, grammar and syntax). (1-2 MINOR errors) 3 pts BASIC - 2 The presentation demonstrates inconsistent use of standard English conventions (mechanics, usage, grammar and syntax). (3-5 errors). 2 pts MINIMAL - 1 The presentation does NOT demonstrate use of standard English conventions (mechanics, usage, grammar and syntax). (More than 5 errors). 5 pts This criterion is linked to a Learning OutcomeAPA-compliant formatting 5 pts ADVANCED - 4 Consistently follows APA format, including title page, citations, and References page when required. (NO errors) 4 pts PROFICIENT - 3 Consistently follows APA format, including title page, citations, and References page when required. (1-2 MINOR errors). 3 pts BASIC - 2 Limited (3-5) errors in APA format, including title page, citations, and References page when required 2 pts MINIMAL - 1 More than 5 APA errors in format, including title page, citations, or References page when required. 5 pts Total Points: 55

Paper For Above instruction

Professional Development PowerPoint Presentation

The importance of professional development (PD) in education cannot be overstated. As educators strive to enhance student outcomes and adapt to ever-changing educational standards, continuous professional growth becomes essential. Developing a comprehensive PowerPoint presentation on PD requires a structured approach, ensuring that all essential components are addressed, supported by credible research and sound educational practices.

Introduction

The presentation begins with an introduction to the concept of professional development, emphasizing its role in fostering teacher growth, increasing student achievement, and evolving with technological and pedagogical advancements. The introduction sets the stage for the key components that will be discussed, including types of PD, effective strategies, and evaluation methods.

Components of Effective Professional Development

An effective PD program must include several core components supported by educational research. These include content relevancy, active learning opportunities, ongoing support, and collaboration among educators (Garet et al., 2001). Integral to this are differentiated approaches tailored to teachers’ needs and school contexts.

Research indicates that PD experiences should be embedded within teachers' daily practices, allowing immediate application and reflection (Desimone, 2009). Moreover, sustained and intensive PD has been shown to significantly influence teaching effectiveness and student learning outcomes (Yoon et al., 2007).

Types of Professional Development

PD can take multiple forms, including workshops, coaching, peer collaboration, online courses, and professional learning communities (PLC). Each mode offers unique benefits; for example, coaching provides personalized feedback, while PLC fosters collaborative inquiry and shared problem-solving (Vescio et al., 2008).

Choosing appropriate types depends on the goals, resources, and specific needs of teachers and schools. Technology integration in PD is increasingly prevalent, offering flexible and accessible options for ongoing learning (Darling-Hammond et al., 2017).

Strategies for Effective Professional Development

Strategies that promote effectiveness include active participation, reflection, and relevance to classroom practice. Adult learning principles, such as experiential learning and self-directed inquiry, should underpin PD programs (Knowles, 1984). Additionally, providing follow-up sessions and coaching enhances skill retention and implementation (Kennedy, 2016).

Evaluation of Professional Development

Assessing PD's impact involves multiple evaluation methods: participant feedback, classroom observations, student achievement data, and self-assessment (Killion & Roy, 2009). Measuring the transfer of skills to practice is critical in determining program success.

Research underscores the importance of continuous evaluation to refine PD offerings and ensure alignment with educational goals (Kaufman, 2017).

Conclusion

In conclusion, effective professional development is a cornerstone of educational improvement. It requires intentional planning, alignment with teacher needs, active participation, and ongoing evaluation supported by research. By focusing on these aspects, schools can foster a culture of continuous growth that ultimately benefits students.

References

• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.
• Desimone, L. M. (2009). Improving Impact Studies of Teachers’ Professional Development. Educational Researcher, 38(3), 181–199.
• Kaufman, R. (2017). Data-driven decision making in education. Educational Leadership, 74(4), 20–26.
• Kennedy, M. M. (2016). How does professional development improve student achievement? Phi Delta Kappan, 97(8), 8–14.
• Killion, J., & Roy, P. (2009). What works in coaching and mentoring teachers. How To Become a Better Teacher.
• Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? American Educational Research Journal, 38(4), 915–945.
• Vescio, V., et al. (2008). Teacher Collaboration as a Professional Development Strategy. Teachers College Record, 110(12), 1919–1954.
• Yoon, K. S., et al. (2007). Improving Student Achievement: The Impact of Professional Development. To Improve the Academy, 26, 79–94.
• Knowles, M. S. (1984). Andragogy in Action. Jossey-Bass.
• Darling-Hammond, L., et al. (2017). Effective Teacher Professional Development. Learning Policy Institute.