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On Thursday, I asked my wise and worldly readers about internal professional development examples they found useful. To my comfort, they answered. I have the best readers.

Here are some sample responses-sorry I can’t use them all! -In parentheses are my occasional comments. I thank everyone who wrote!

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Training is how to use PowerPoint effectively. Of course, time-saving techniques are great, but the most important thing we learned and spent most of the week was how to communicate complex concepts in an easy-to-understand way.

(Yes, yes, yes. The difference between clarity and simplicity is often overlooked.)

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[College] A professional development conference on Robert’s rules led by our congressmen is being held to improve the efficiency of colleagues in faculty meetings. No attendance is required, but I bet she gets more than just a few people.

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Matt-You asked for specific examples. I have a hunch that this will not really be popular, but it is specific, and it has a very big impact on my own professional development. Soon after I got tenure, as early as the early 1980s, the college organized a group discussion on effective teaching. I have always focused on the conditions needed to obtain a tenure faculty position. Although I am very concerned about teaching, I have not considered too much. Most of the team members in this meeting came from a project that has long been eliminated, the “compensation project” department. In other words, these people work with most of the students who are assigned to tutoring classes (the City University of New York has given up). These people are professional teachers.They work one-on-one with students and have a clear understanding of what our The students brought them and what they needed. I learned a lot from them.

But what affected me more is that I got to know these experts, and I feel comfortable visiting them and participating in conversations about teaching. As a result, my classroom skills have been improved, but more importantly, I have developed a mentality that teaching is important, valuable and requires skills. I realized for the first time that knowing something does not necessarily mean that a person knows how to teach it. I have to rethink what I am doing, and I will continue to do so. I like to think that it is my hell.

(Informal guidance is underestimated. Sometimes it is a one-time observation or acrimony other than senior practitioners. This kind of thing is accidental to a certain extent, which makes it difficult to expand. But we can create the environment, in People have more accidents.)

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The remote seminar in January 2021 is here [university] The design is very good, all kinds of sounds take the lead, activities are mixed and so on. It is about diversity and involves topics such as contract scoring and trauma-informed teaching, so the content and models are very helpful. Voluntary, I believe funded by grants and driven by interested teachers, not top-down.

(Sometimes this is all about asking the right question. It sounds like this question. We recently had a “Mental Health First Aid” training on campus, which is very popular; it solves an accepted reality.)

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We have a campus list service on teaching topics. It was very active throughout the COVID period, with both administrative input and crowdsourcing. The ordinary question about laptop battery capacity has been answered by computer geeks. A loophole in our LMS has been discovered. The most important question now is whether we might inspire sick students to come to class without a hybrid setting. This also led to smaller happy hours that occasionally attended in person, but mainly Zoom. In the past 18 months, there may have been a dozen people in regular contact, and 40 to 50 people have been in contact.

(I like this! Some faculty in Brookdale did something similar and started the “Faculty Sharing” Canvas course in the summer of 2020, during which faculty members shared their skills with each other. They won the “Innovator of the Year” award for this. It Simple, relevant, affordable and teacher-driven.)

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We did two book discussion groups during the pandemic, and as a professional development, this has already been rewarded. Both are done online in Zoom (there is a chance for some face-to-face mixing in the second process).We discussed So you want to talk about race, By Ijeoma Oluo in response to last year’s racial justice incident.Then we have a discussion group led by a university counselor Burnout: the secret to the stress cycle, Written by Emily Nagoski and Amelia Nagoski, experienced last spring. These are useful because they are selected based on the interests of faculty and staff, encourage participation through reading and discussion (rather than passively listening to speakers), use the experience of our university community to lead meetings, and build friendships between each other People who study together.

(Here, it sounds like they also asked the right question. Honor!)

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(Finally, of course, there is a horror story…)

I will never forget the day I was asked to have a one-on-one consultation with an assessment consultant. He has prepared an evaluation plan and submitted it to me. I looked at it and asked him what it would tell me about student writing. He told me that this is not the point. The goal is not to evaluate the students, but the level I teach them, so the quality of their writing is irrelevant.

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It seems that the common theme involves solving what people think is a problem, making it relatively simple, and involving people as actors rather than audiences. good idea.

Of course, if I didn’t mention that my wise and secular reader’s feedback was a key part of my own career development, then I would be dereliction of duty. Thanks! I would also like to thank President Curry of Compton College for facilitating this conversation. Sometimes, it just needs to come up with the right idea at the right time.

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