Knowledge and skills of selected middle school teachers of the gifted with 30 hours of gifted and talented training or with a state gifted and talented endorsement /
Planning professional development experiences for teachers is a major responsibility for a school district dedicated to providing exemplary instructional programs for students. Several models for professional development exist which can be used to plan training sessions for teachers. It is importa...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2001.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=729053491&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | Planning professional development experiences for teachers is a major responsibility for a school district dedicated to providing exemplary instructional programs for students. Several models for professional development exist which can be used to plan training sessions for teachers. It is important for organizers of professional development to understand characteristics of adult learners and implement programs that emphasize knowledge and skills that allow for transfer from the workshop to the classroom. This case study focuses on the components of professional development that are meaningful to teachers and knowledge and skills gained from these experiences that can be integrated into instruction. This study reinforced four points for consideration by professional development planners. First, professional development experiences should target small teams of teachers grouped by teaching areas, disciplines, and grade levels with common interests and responsibilities. Secondly, planners should match professional development experiences with the expertise level of each teacher. Third, opportunities for feedback and extension through follow-up experiences on the same topic should be a major part of the professional development plan. Finally, teachers must be involved in their professional development experiences through the inclusion of needs assessments, workshop choices, and program evaluations. This study has illustrated that those processes that are valued in gifted education should be modeled when planning professional development experiences for teachers. When quality professional development is a goal of the school district, the ultimate result is instruction that meets the academic and social emotional needs of gifted and talented students. |
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| Item Description: | Vita. "Major Subject: Educational Psychology". |
| Physical Description: | xii, 194 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 133-144). |