are basic information can I provide from this paragraph and present it as a presentation of two slide? Self-Directed Professional Development At the other end

are basic information can I provide from this paragraph and present it as a presentation of two slide? Self-Directed Professional Development
At the other end of the continuum from intensive assistance is self-directed
professional development, in which a teacher plans, implements, and assesses
an individual improvement project. One model for self-directed development
(Gordon, 2002) begins with a self-analysis phrase in which the teacher gathers
data on her or his professional development needs and adult learning styles. To
identify professional development needs, the teacher analyzes at least three differ-
ent types of job-based data, usually including a combination of data from the
teacher’s recent evaluation cycles and additional data that the teacher gathers
independently. To learn her or his adult learning styles, the teacher can complete
self-administered, self-scoring inventories, then compare results. In a reflective
essay, the teacher discusses her or his professional development needs and adult
learning styles. The second phase of the model calls for the teacher to write an
individual improvement plan. The plan includes improvement objectives related
to self-assessed needs, activities the teacher will complete to reach the objectives,
a plan for self-assessing progress, a timeline, and a list of needed resources. The
third phase of the plan is implementation, and the fourth phase is evaluation of
results.
In many schools, teachers are required to connect their individual goals
to team and school goals. Thus, the process becomes a type of formative
evaluation for the individual, team, and school. Self-directed professional
development may be integrated with other professional development
frameworks, including frameworks that require collaborative work.
makes self-directed professional development self-directed is not that the
teacher engages in solitary activities, but that the teacher makes her or his
own decision at each stage of the process-including needs assessment,
planning, implementation, and post-assessment. The teacher might decide
that her or his individual development is best served by attending group
training, partnering with a colleague for peer coaching, joining a study
group, and so forth.

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