EAD 523 Benchmark-Reflection of Professional Development Session

EAD 523 Benchmark Reflection of Professional Development SessionAuthor’s NameThe Institutional AffiliationCourse Number and NameInstructor NameAssignment Due Date Presentation Summary My Professional Development (PD) session at Prairie Wind Elementary School was designed to improve student engagement through time management. This was to support the mission of inclusiveness and growth for our school. The session focused on improving how one uses instructional time, maximizing students’ active participation, and creating resourceful classroom engagement tools. Feedback from participants was useful because it showed the session’s strengths and weaknesses. The ARCS model for teaching and time management represented a rather easy system based on the principle of structure that enabled educators to develop more interesting learning spaces in their classrooms. I expanded the presentation to encompass different case studies that fit well in our diverse society. Therefore, this change was theoretically and practically effective in a classroom setting. The culture of constant professional development in a teacher community is central to my approach as an aspiring principal. Realizing that the quality of teaching is directly related to student success, my responsibility as a school leader will be shaped around fostering and maintaining an environment where teachers are motivated to improve their skills. At the heart of this vision is the strategic use of Professional Development (PD) sessions. These sessions are not mere events but critical moments to navigate the school’s learning objectives towards larger purposes, such as heightened student interest in academics and small changes resulting in a positive educational culture. As a principal, I intend to use PD sessions as an avenue for collaborative learning where teachers can reflect on their experiences and progress about the past teaching activities together. School-based Data and Evidence-Based Research in Presentation The proposal strategies are deeply grounded on school-based data and evidence-based research, making them conceptually viable and practically practical within the local context. Differentiated instruction and focusing on essential learning goals received strong emphasis. This argument was strengthened by Hosack’s major 2014 study on defining goals in educational practices and Franklin et al.’s extensive research carried out in 2020 aimed at focusing teaching approaches toward various students. Secondly, Kraft and Monti Nussbaum’s (2020) study regarding common disruptions in classrooms was presented through delivery. Their results gave the recipe for preserving discipline without wasting time learning, an important factor contributing to higher efficiency in general. Combin...