Vermont Department of Education. (2011). . This is a two-part document. Part 1 addresses the system and setting the stage for professional development. Part 2 elaborates on four steps to make professional development effective.
Research commissioned by the British Audio Visual Society in 1988 suggests that we remember 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 80% of what we say and 90% of what we say and do at the same time. For this reason, Fisher (2000) recommends that we integrate learning and working, so that we learn within the context of our work using real-world problems. Then the time and effort we invest in professional development is rewarded by immediately assisting us to complete the task in hand. Fisher believes the immediate usefulness of the learning greatly improves our motivation to learn.
BTEC Higher National Diploma in Business
Plagiarism and Collusion
When producing the assignments, Learners must not copy any material whole or part from fellow students intentionally or unintentionally. Any materials including phrases, paragraphs, diagrams, tables, charts or graphics copied from books, journals, web sites or any other sources must be properly referenced according to the Harvard referencing system. Even if the words are changed or altered learners must clearly reference the source. However learners must not include contents from other sources for over 25% of overall assignment, therefore learners are required to produce a ‘Turn-it-in’ originality report for any coursework, essays submitted for assessment. Any assignments submitted without a ‘Turn-it-in’ report will be refused and returned without marking.
Collusion: Unless stated otherwise, you must not produce assignments in collaboration with fellow students where the assessment is based on the individual work. Such material will be refused by the assessor and you will receive no mark. You must not share your individual assignments with fellow students and in an event both lender and the receiver will be disqualified for the assessment.
Plagiarism and Collusion is seriously dealt with according to the regulations at Regent College and any learner who fails to produce an original piece of work may disqualify of taking the assessment and may have to repeat the unit.
Extension and Late Submission
If you require an extension you must produce a valid reason with evidence. You must request extension using a coursework extension request form available from the college. Please note that the lecturers do not have the authority to extend the coursework deadlines and therefore do not ask them to award a coursework extension. The completed form must be accompanied by evidence such as a medical Diploma in the event of you being sick.
Late submission will only receive a pass mark unless you provide a valid reason for the late submission with evidence. However the assessor has the right to refuse your assignment if you submit after the deadline unless you provide a valid reason for the late submission with evidence.
Any late submissions must accompany a completed Late Submission form with the evidence such as a medical Diploma in the event of you being sick.
Unit 13: Personal and Professional Development Regent College
Generally, keep in mind that the points about your life that you highlight should be somehow relevant to both your own interest in the field of study, as well as to the concerns of the admissions committee. In judging what information to include or exclude from your essay, try to balance academic, work-related, and personal information in a manner appropriate to your situation, goals, and the application requirements.
The European Society for Engineering Education (SEFI) has issued a discussion document (Padfield et al., 1998) with the intention of stimulating debate on professional education and lifelong learning for engineers. This document defines professional development skills as the ability of the learner, fluently and without external direction, to:
Various models of professional development exist, including coaching and mentoring, face-to-face training, train-the-trainer, and web-based training (Poplin, 2003). Regardless of method employed, educational professional development should be used to enhance the teaching and learning process. This is accomplished when standards are being addressed. For its vision of teaching for improved student achievement, the Council of Chief State School Officers (2011), with input from multiple national education organizations, developed 10 model core teaching standards, which could be used when deciding what professional development to offer. Those are grouped as follows:
Complete the questionnaire at the and etermine your ducational echnology nd nstructional iteracy killsets. The DETAILS "Framework was developed in an effort to align participant's professional development planning with the ongoing nationwide effort to sharpen educator skill sets as defined by the Partnership for 21st Century Skills."
As we have seen, good professional development relies strongly on self-analysis and appraisal to develop our personal profile and to analyse our preferred learning styles. This is not necessarily easy for a number of reasons. First, it can be hard to understand ourselves and 'see ourselves as others see us.' Second, reflecting on skills and competences is not something that engineers are necessarily trained to do. Third, as the pace of life continues to increase, it is not easy to find time for self-analysis and reflection.
However, consider that teachers are often overwhelmed by so-called professional development sessions from which they conclude did not give them the concrete ideas they had hoped for to take back to their classrooms. Indeed, in a report written for the Center for Public Education, an initiative of the National School Boards Association, Allison Gulamhussein (2013) found:
It is important to analyse the way we learn best before devising the learning strategy/action plan to achieve our goals. Like me, you might find the way that you learn changes as your grow older. I now find myself drawing upon my past professional experience to build new knowledge and understanding, whereas before I could assimilate facts almost effortlessly.
This example shows that even for an engineer with years of experience in the field, the fundamentals of personal essay writing remain the same. This statement opens with the engineer describing a formative experience—visiting a meat packaging plant as a teenager—that influenced the writer to work in the health and safety field. Now, as the writer prepares to advance his education while remaining a full-time safety engineer, he proves that he is capable by detailing examples that show his record of personal and professional success. Especially noteworthy is his partnering with a government agency to help protect workers from dust exposures, and he ties his extensive work experience directly to his goal of becoming a Certified Industrial Hygienist.
Learning Forward (name effective 2010, formerly the National Staff Development Council), with contributions from professional and education organizations, developed , "the third iteration of standards outlining the characteristics of professional learning that lead to effective teaching practices, supportive leadership, and improved student results" (Description section).
Further, professional development is more effective in changing teachers' practice when it is organized around the collective participation of teachers (e.g., from the same school, department, or grade levels), focused on content knowledge and active learning activities (teachers are allowed to apply what they are learning), and coherent (aligned with teachers' professional knowledge or community, as well as with state or district standards and assessments). Sustained and intensive professional development is more likely to have an impact, as reported by teachers, than is shorter professional development, according to the ASCD (2003, July 22), which reported on the three-year professional development study of math and science teachers by Garet, Desimone, Porter, Yoon, and Birman (2001).