Professional development

About: Professional development is a research topic. Over the lifetime, 81108 publications have been published within this topic receiving 1316681 citations.

A Practical Guide for Medical Teachers

Abstract: Introduction Teaching and learning medicine Section 1 Curriculum Planning a curriculum Outcome-based education A core curriculum Electives, options and special study modules Section 2 Learning Situations Lectures Small group sessions Clinical skills centre Hospital wards Ambulatory care Primary care Distance learning Section 3 Educational Strategies Independent learning Problem-based learning Integrated learning Multi-professional education Section 4 Tools/Aids Instructional designs Study guides Computers Audio and video recordings Section 5 Curriculum themes Basic sciences Communication skills Ethics and attitudes Preparing for practice Informatics Evidence-based practice Section 6 Assessment Formative and summative assessment Choosing assessment instruments Objective testing Constructed response questions Tutor reports Portfolios, projects and dissertations Objective clinical examinations External examiners Section 7 Students and Staff Student selection Student support Study skills Staff development Academic standards - course monitoring and evaluation

The intentional mentor: Strategies and guidelines for the practice of mentoring.

Abstract: How can faculty in professional psychology programs become more intentional and effective mentors? Many psychology graduate students are never mentored, and very few psychologists have ever received training in the practice of mentoring. This article briefly summarizes the nature of mentoring, the prevalence of mentoring in psychology, primary obstacles to mentoring, and some ethical concerns unique to mentoring. The article provides several strategies to enhance mentoring and guidelines for the profession, departments of psychology, and individual psychologists who serve as mentors. This article is designed to help readers take a more deliberate approach to the practice of mentoring. Our system of higher education, though officially committed to the fostering of intellectual and personal development of students, provides mentoring that is generally limited in quantity and poor in quality. (Levinson, Darrow, Klein, Levinson, & McKee, 1978, p. 334) Are psychologists equipped to mentor? Do most psychologists who develop long-term helping relationships with graduate students and junior colleagues consider mentoring a distinct area of professional practice? Although mentoring relationships clearly benefit those mentored, the mentors themselves, and the profession of psychology (Bogat & Redner, 1985; Clark, Harden, & Johnson, 2000), and although psychologists are increasingly called upon to mentor junior colleagues (H. C. Ellis, 1992; Hardy, 1994; Murray, 1997), relatively few psychologists ever receive training or supervision in the art and science of mentoring. Graduate school faculty, pressed with demands for research, teaching, and committee work, seldom initiate mentor relationships (mentorships; Clark et al., 2000; Cronan-Hillix, Davidson, Cronan-Hillix, & Gensheimer, 1986) and rarely consider methods of explicitly structuring and managing those that exist (Johnson & Nelson, 1999). Further, many psychologists may implicitly assume that mentoring “just happens,” whereas others hold widely divergent views about what mentoring actually means. In this article, I encourage a deliberate transition in our profession’s conceptualization of mentoring—from secondary or collateral duty to intentional, professional activity. This will require adoption of a framework that casts mentoring as a distinct area of professional practice requiring intentional preparation and careful application. I present a brief review of the literature on the nature of mentoring and the prevalence of mentoring in the field of psychology. Recent publications from psychology are emphasized, with secondary attention to key research from the fields of management and education. I highlight essential obstacles to mentoring and ethical concerns specific to mentorships, and I offer strategies for enhancing intentional mentoring at organizational, departmental, and individual levels. My primary purpose is to offer some preliminary practice guidelines for psychologists who mentor. I predict that as more psychologists become intentional mentors,

Principal Leadership for Professional Development to Build School Capacity

Abstract: Based on a multiyear, qualitative study of urban elementary schools, this article examines the extent to which and the ways in which principal leadership for professional development at four schools addressed three aspects of school organizational capacity: teachers' knowledge, skills, and dispositions; professional community; and program coherence. Findings from the study indicate that effective principals can sustain high levels of capacity by establishing trust, creating structures that promote teacher learning, and either connecting their faculties to external expertise or helping teachers generate reforms internally. Study results also suggest that during transitions in school leadership, incoming principals must be cognizant of shared norms and values among their faculties before initiating new practices in curriculum, instruction, or school organization. Finally, study findings indicate that in future studies of principal effects, it may be useful for researchers to employ professional community an...

Implementation of Response to Intervention A Snapshot of Progress

Abstract: This article provides a snapshot of how all 50 states are progressing with the development and implementation of response-to-intervention (RtI) models 1 year after the final regulations for the Individuals with Disabilities Education Act were passed. Data were collected through a review of existing state department of education Web sites and conversations with representatives in each state department of education. Information related to RtI model type, implementation status, professional development, criteria for eligibility, and specific features of individual state RtI models are presented. Findings indicate that most states are in some phase of RtI development, although approaches vary widely throughout the country. Implications for research and practice are discussed.

Teachers' Narrative Inquiry as Professional Development

Abstract: 1. Inquiry Into Experience: Teachers' Personal and Professional Growth, Johnson and Golombek Part I. Inquiry into Instructional Practices 2. And Now for Something Completely Different : Personal Meaning-Making for Secondary ESL Students...And Their Teachers, Johansen 3. Putting Theory Into Practice: Letting My Students Learn to Read, Herndon 4. Rewriting is More than Just Writing Again, Sackville 5. Action for Understanding: A Study in Teacher Research with Exploratory Practice, Johnson Part II. Inquiry into Language Learners 6. Who Is In This Classroom With Me? House 7. Talking at Length and Depth: Learning From Focus Group Discussions, Gibson 8. My Learning Through Journaling: Forgiveness as a Source of Power and the Communication of Voice in the Classroom, Esbenshade 9. Understanding Our Students' Families: The Hidden Community of International Wives, Winston and Soltman Part III. Inquiry into Language Teachers 10. A Tale of Names, Shi 11. Seeking Satisfaction, Sato 12. The Art of Drawing Theory: A Teacher's Personal and Professional Sense-Making, Robison Part IV. Inquiry Through Professional Collaborations 13. What I Learnt From Giving Quiet Children Space, Boshell 14. Talking Ourselves into Understanding, Mann