Running head:

Design: Professional Advancement all-day in-service proposal

1

Design: Professional Advancement all-day in-service proposal

Professional Development In service

Introduction

Education administration has common ground on the professional development for indispensable positive impacts on learners, teachers, and influence on the 21st-century workforce requirements. Constant application of novelty techniques and approach in education by instructors, provide universal integration in education pedagogy, knowledge content, and cooperative relationship between teachers, learners, and institutions management (Amadi, 2013). Additionally, there is robust acclaim of government, international policies, and institutions on the College of Education (COE) redesign and career development, including technological simulation and application. The papers of this proposal paper there seek to address the responsibilities of the curriculum coaches, achievable, and tools resources for simulation.

Roles and responsibilities for the Curriculum leader

Despite few curriculum heads and instructors remain repulsive on changes in professional development and teaching; there are fundamental roles and responsibilities concerning deliverables for training, motivation, and collaboration (Archambault. Let al. 2010). Roles and responsibilities vary from one form of application to another. The following are defined roles and responsibilities of the curriculum leaders:

Training Roles: Curriculum leaders and teachers have a role in the teaching of the leaser to appreciate changes in professional and simulation approaches, particularly in acknowledging the roles of technological advancement in shaping education direction in College of Educations. For instance, an instructor teaching economics appreciate other technical consideration in learning through assimilation of a different modern model in the comprehension of the concept. Through dimensional teaching roles, teachers acknowledge professional development in roles changes.

Collaboration role: Administrator coaches in professional development endorse a change in parts; thus, being students of their won class with the learners. The curriculum heads, therefore, collaborative work with educators as a student since some of the learners are technology savvy providing fundamental guidelines in the learning process.

Motivation roles: Educators changes role form instructors to facilitators in professional development by inspiring learners to appreciate social networks in learning and communication. Communication platforms and information sharing are fundamental in novelty advancement in education sectors. Therefore, in coaching, educators are not only able to instruct learners but also facilitate them in appreciation of professional development and motivation roles.

Achievable, measurable school-wide goals

Additional to the defined role change in professional development, the proposal focuses on the possible quality measures and objectives of the changing structure in education due to professional development, especially in appreciation of technology. Researches indicate that there are a significant achievement and measurement in restructure of education by educators on teachers, students, content, and knowledge (Amadi, 2013). Enhancement of the quality of the product production is one fundamental positive impact of professional advancement and changes in appreciation technology. Educators can motivate learners to become creative in commination, technical simulation; thus, creative and innovative in learning output measures.

Furthermore, by employing facilitation and instruction, learners in pedagogy, peers, and educators can provide assessment in the application of professional development and the right communication strategies thus, resulting in effective and efficient information sharing among the learning participants. Moreover, students can work autonomously in the learning process due to social networking and technological application in the acquisition and utilization of the information. Therefore the redesign of the COE programs in appreciation of professional development presents achievable and quality measures with quantifiable outcomes on learners, educators, and education stakeholders.

Resources, Technology, and Models

Professional development and change in the structure of education is a systematic approach involving models, support, and techniques to assist learners, educators, and education stakeholders in myriad ways. For instance, by application of the TPACK model in learning, there is a collaboration among technology, education content, and knowledge

Models: TPACK model is applicable in professional development in multiple ways, especially to students, learners, and educators (Archambault, L et al. 2010). Model establishes cohesive interaction among fundamental factors such as technology, pedagogy, content, and knowledge with prepares educators and learners in responding to 21st-century professional demands.

Technology: Application of technology, such as social networks, provides professional development by an elimination communication gap between the participants (Burke & Brigid, 2013). For instance, virtual platforms counterbalance the challenges of time and resource in appreciation of technology. The strategy leads to consistent individual improvement and effective communication within academic discourse.

Resources: Tome and fund availability are indispensable resources in program implementation within professional development and technological application in education structure. Redesign of the COE requires a time factor. Therefore, to eliminate constraints, there is a need for strategic techniques in industrial uses in education restructure. Consequently, funds are crucial. Therefore educational stakeholders should avail adequate monetary resources for implementation and appropriation of a redesign in professional development.

Conclusion

The proposal is fundamental in the answerable and further direction in implementation and appreciation of both professional development and technological simulation in COE programs. Motivation, training, and collaboration on both instructors’ deliverables and measures of outcomes are essential in decision making. Furthermore, resources, technology, and models are vital elements to ensure success in redesign and implementation of the strategies in professional development and technological appreciations.

References

Amadi, M. (2013). In-Service Training and Professional Development of Teachers in Nigeria: Through Open and Distance Education. Retrieved from:

https://files.eric.ed.gov/fulltext/ED567172

Archambault L., Ketzel K., Foulger, T and Williams M. (2010). Professional Development 2.0: Transforming Teacher Education Pedagogy with 21st Century Tools. Journal of Digital Learning in Teacher Education. Vol.27 No.1

Burke, B. M. (2013). Experiential Professional Development. Journal of Experiential Education, 36(3), 247-263. DOI: 10.1177/1053825913489103