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Top 5 principles  for professional development. (Stella Mutsaka)

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Top 5 principles  for professional development. (Stella Mutsaka)

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1.     A focus on valued student outcomes

2.      Integration of knowledge
and skills

3.      Multiple opportunities to learn
and apply information

4.     Active leadership
5.      Worthwhile content

I believe achieving learning outcomes is important so we need to focus on student outcomes. The assessment for professional enquiry will give us direction concerning the needs of the group. Knowledge and skills should go hand in hand as students are given opportunities to apply what they are learning. Leadership plays an significant role in the life of the student so active Leadership by the facilitator is important. The leadership encourages collaboration and reflection as students work through the content.

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1. Focus on valued student
outcomes:
2. Integration of knowledge
and skills
3. Assessment for professional
inquiry
4. Multiple opportunities to learn
and apply information
5. Opportunities to process
new learning with others
the above points are the most important principles from my perspective. Of course all of the 10 principles are essentials, however, teachers must see and understand the connection between the new teaching strategies and how it might impact students learning. Also, teacher need to know how to apply the teaching activities affectively and assess if the activity is appropriate and serve the learning outcomes. Therefore, all PD should focus some in the theory and most of the part on the practical skills. Professional learning community also encourage teachers to be more reflective and be able to process the new knowledge and how it is impact students learning with their colleagues.

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Top 5 Principles of Effective PD - Harry

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Top 5 Principles of Effective PD - Harry

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My top 5 principals are
1 Focus on valued student outcomes
2 Integration of knowledge and skills
3 Opportunities to process new learning with others
4 Worthwhile content
5 Assessment for professional learning

All of the principles are important and I feel it is the case which of them helps the PL the most with regards to the context of their programme and the learners taking part.

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Select and undertake learning

The Australian Charter for the Professional Learning of Teachers and School Leaders describes high quality In this publication high quality professional learning is described as relevant, collaborative and future-focused. Teachers should consider this when selecting professional learning.

The HQPL cycle outlines the conditions to be considered.

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Professional learning follows the journey of a continuous learning cycle, whether you are a teacher or a school leader.

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Successful Professional Development in School (Maryam Usman)

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Successful Professional Development in School (Maryam Usman)

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In this inspirational video, the importance of developing a culture of success is explored in the school which entails three essential components

Vision: What is that you are seeking to do as a school?

Unity: a coming together and collaboration of the stakeholders

Empowerment: where people have the power to act

The same premise can be applied to making PD effective in a school where we need to firstly, ‘focus on valued student outcome’ backed by ‘Worthwhile content’. All a part of the vision enabled by ‘Active leadership’

Secondly, its effectiveness is ensured if there are ample ‘Opportunities to process new learning with others’. Lastly, every individual to have ‘Multiple opportunities to learn and apply information’.

Hence, I feel the following 5 principles are most essential to make PD effective in a school (in the order given):

1.     Active Leadership (a part of the vision)

2.     Focus on valued student outcomes.(vision)

3.     Worthwhile content (vision)

4.     Opportunities to process new learning with others (unity)

5.     Multiple opportunities to learn and apply information (empowerment)

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Building a culture of success - Mark Wilson

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Each of the ten principles has a place in the design of any effective PD programme. However, these are the five which I regard as most crucial to the design of our EL programme.

1. Integration of knowledge and skills.
Particularly for the EL PDQ, knowledge of excellent leadership strategies is simply not sufficient; leaders must be equipped with the skills to carry out effective leadership and the opportunities to practice.

2. A focus on valued pupil outcomes.
Too often, our leadership PD focuses on the abstract development of general leadership skills without a clear focus on what outcomes for pupils will be achieved as a result of this leadership development.

3. Opportunities to process new learning with others.
While important in any PD programme, the ability to share the results of new learning is particularly relevant for the EL course that we are about to plan, as the effects of improved leadership can often be identified so much more easily with the help of a critical partner who is in the same position.

4. Maintaining momentum
Any teacher will expect to see results from any PD opportunities undertaken; this will in turn foster a desire for further development and will lead hopefully to an environment where teachers keep this momentum by pursuing their own PD opportunities independently.

5. Approaches that are responsive to learning processes
Each leader will lead differently and learn differently, and as such, an approach which is flexible and takes such personal and professional differences into account is crucial.

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How to be a Confident Leader in Uncertain Situations | Brian Tracy

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Top 5 principles for effective professional development (Srividhya Swaminathan)

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Top 5 principles for effective professional development (Srividhya Swaminathan)

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1.     A focus on valued student outcomes

2.     Worthwhile content

3.     Assessment for Professional Inquiry

4.     Approaches that are responsive to learning processes, and

5.     Maintaining momentum

The above are my choices for the top five principles for effective professional development. These are key to my programme as a Teachers’ understanding of what outcomes are important and achievable is ever evolving and dependent on the student diversity. This further leads to the next principle where the teacher self-assesses on what knowledge and skills are required to achieve student outcomes. Therefore, a need for building a robust assessment for Professional Inquiry. The most important as well is to help in creating learnable moments for the teachers to maintain momentum in their PD journey.

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I was shown this video in 2015, when I was a student. I was impressed with the ideas that Sir Ken Robinson presented.This Ted Talk inspired me a lot back then. 

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Top 5 principles for effective professional development (by Valeriya Milyukova)

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Top 5 principles for effective professional development (by Valeriya Milyukova)

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This is my Top 5 Principles of PD that I find effective

1. Worthwhile content
2.Integration of knowledge and skills
3. Active leadership
4. Opportunities to process new learning with others
5. Maintaining momentum

It is obvious, that all of the ten principles mentioned in the booklet are interrelated, however I would personally highlighted those 5 that I've written.
Creating and running an effective PD programme will help teachers to support complex students' needs they have to be prepared for in their future life.

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Sir Ken Robinson: Bring on the learning revolution!

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In this poignant, funny follow-up to his fabled 2006 talk, Sir Ken Robinson makes the case for a radical shift from standardized schools to personalized learning -- creating conditions where kids' natural talents can flourish.

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Top 5 UNESCO Principles of effective PD  

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Top 5 principles (by Alexander Kuznetsov)

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Top 5 principles (by Alexander Kuznetsov)

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I created the above chart to demonstrate my choice of Top 5.

Most of the features are important to ensure effectiveness. However, I found 5 that are critical (some of the others are). Below is my drawing. In the middle, there are 5 critical principles; above and below are supporting "environmental" principles.

The critical backbone process aims at Student outcomes with Active leadership as an engine and steering wheel. Teachers can produce valued student outcomes only if their Knowledge and skills are integrated based on Worthwhile content enriched by external Knowledgeable expertise, challenging common stereotypes. Necessary expertise is determined by the results of the Assessment for professional inquiry.
Approaches responsive to learning processes with Multiple opportunities to learn and apply information reflect organizational aspects of PD effectiveness, providing teachers with a flexible and multifaceted learning environment. And Learning with others and Maintaining momentum are two overarching principles underpinning any effective DP process.

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Top 5 principles for effective PD  (Aditi Chakraborty)

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Top 5 principles for effective PD  (Aditi Chakraborty)

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1. A focus on valued pupil outcomes
2. Opportunities to process new learning with others
3.Integration of knowledge and skills.
4.Multiple opportunities to learn and apply information.
5.Approaches that are responsive to learning processes
Although all 10 principles are interrelated and essential for effective learning to take place in a classroom, I would rank the above mentioned principles slightly above the rest. As we aim to prepare learners for the future and for the jobs that are not created yet, creating opportunities where learners can be better versions of themselves, can apply the acquired knowledge in the real world and can be responsive to changes around them seemed of utmost importance to me.

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Top 5 principles for effective PD - Vairavel

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Top 5 principles for effective PD - Vairavel

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1. Focus on valued student outcomes:
2. Worthwhile content

3. Integration of Knowledge and Skills

4. Assessment for professional learning

5. Maintaining momentum

Theses 5 principles are interrelated and have strong impact on students outcomes. Achieving Students Outcomes is primary focus for effective Teaching and Learning.

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Faculty Focus | Higher Ed Teaching & Learning

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1. Study the knowledge base of teaching and learning.

You have chosen to teach in higher education because you are a subject-matter specialist with a tremendous knowledge of your discipline. As you enter or continue your career, there is another field of knowledge you need to know: teaching and learning. What we know about teaching and learning continues to grow dramatically. It includes developing effective instructional strategies, reaching today's students, and teaching with technology. Where is this knowledge base? Books, articles in pedagogical periodicals, newsletters, conferences, and online resources provide ample help. Take advantage of your institution's center for teaching and learning or other professional development resources.

2. Accept all who enter the classroom door.

Much has been written about underprepared students who enter college. Since more students attend college now than ever before, it is only rational that some are not as prepared as we might expect. Institutions are dealing with this issue, but instructors must do some rethinking about how they teach, in order to meet the needs of all learners in their classrooms. Ungraded pretests and interest inventories can be used to see what your students already know about the content you will be teaching next. Students in all classes need help learning how to learn the material. You may not have imagined that you would be teaching how to learn vocabulary in your college courses, but that may be just what your students need. Above all, students should not be berated if they don't know things that weren't taught in high school. Accept students where they are and help them to go forward. They need a college education!

3. Plan for instructional management.

For decades, college instructors never thought of classroom management as something they had to plan, but times have changed and today's college students need to know what's happening. Posting a visual outline of what will be done during the class helps students follow the lesson and stay on task. Various aspects of teaching, such as distributing papers, taking attendance, and making time for students to ask questions, need to be part of course planning. Put policies in the syllabus about attendance, disturbances, cell phones, etc., and then review those policies with students. You set the tone of the class, and management procedures are needed.

4. Teach with a variety of strategies.

Study the literature and learn about approaches such as learner-centered teaching, guided inquiry, active learning, lecture, group work, and online discussion. Use what works best given your content and your students' learning needs. The best advice is to be visual, followed by keeping students actively thinking, writing, comparing, and applying new knowledge. Students learn more easily when they've been given the rationale for what they are learning, and when they understand why the teacher has chosen certain instructional methods and learning activities.

5. Use assessment to inform students of their achievement.

Today's students are used to checking their grades online so they know where they stand at any given time in the semester. Grading policies need to be clear and grading scales easy to use. Share your grading policy in writing on the syllabus and then show exactly how it works after the first big exam, paper, or assignment. Remind students that assessment is more than the assigning of a grade. Assessment helps them to understand their achievement and helps teachers meet their needs.

6. Keep the passion.

It is very easy to become disheartened by student complaints, lack of administrative support, budget cuts, and job insecurity. However, what is it that drew you to your discipline originally? For most of us, it was a true passion for the subject, a desire to learn all about it, and a further desire to then share that knowledge. In higher education, we have opportunities to learn, research, teach, and shape the future of our disciplines and influence the larger world through our disciplines. Successful college teachers recognize that many of today's college students have learning needs. Taking actions like these helps them to meet those challenges successfully.

Reprinted from The Teaching Professor, 27.7 (2013): 5. © Magna Publications. All rights reserved.

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Six Things That Make College Teachers Successful

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1. Study the knowledge base of teaching and learning. You have chosen to teach in higher education because you are a subject-matter specialist with a tremendous knowledge of your discipline. As you enter or continue your career, there is another field of knowledge you need to know: teaching and learning.

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Top 5 principles for effective professional development

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Top 5 principles for effective professional development

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1. A focus on valued pupil outcomes

2. Worthwhile content

3. Assessment for professional inquiry

4. Opportunities to process new learning with others

5. Active leadership by facilitator

I think that these five represent some of the most important aspects of effective professional development: leadership, collaboration, and focus on content that will allow teachers to address valued student outcomes.

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Top 5 principles for effective professional development

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Top 5 principles for effective professional development

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(By Anthony Baker)

1. Active leadership
2. Knowledgeable expertise
3. Integration of knowledge and skills
4. Opportunities to process new  learning with others
5. Focus on valued student outcomes

This selection was quite straightforward because leadership is required, alongside expertise to drive such programmes forward as well as to empower participants   focusing them on how the overarching objective - alongside personal and professional development - is to align their learning with student learning outcomes.

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1. Worthwhile content
2. Assessment for professional inquiry
3. Integration of knowledge and skills
4. Active leadership
5. Maintain momentum

This was not an easy task but if I had to choose, I believe these five would be the top principles for an effective PD.  The relation between the theoretical aspect of designing a PD session and applying those theories into a practical live setting, while maintain the integrity, is in my opinion the most crucial aspect of an effective PD.

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Faiza Masood                        Top 5 Principles for Effective Professional Development.       

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Faiza Masood                        Top 5 Principles for Effective Professional Development.       

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1.      Focus on valued student outcomes.

2.      Worthwhile content

3.      Integration of Knowledge and skills.

4.      Assessment for professional inquiry

5.      Maintaining momentum
Its very difficult to select five principles as each one is important and building block of other.

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The 5 principles of highly effective teachers: Pierre Pirard at TEDxGhent

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1.     A focus on valued pupil outcomes

2.     Knowledge expertise on the part of the facilitator

3.     Worthwhile content

4.     Multiple opportunities to learn and apply information

5.     Assessment for professional inquiry

This was quite hard to decide the top 5 and I really went back and forth because all 10 should be considered thoughtfully.

Ultimately, I feel outcomes determine the navigation and are used for all aspects from planning to assessing. PDL as a facilitator and expert is important for establishing trust, and therefore connects to making it worthwhile to the learner. By making the content worthwhile and relevant to each learner's context also links to their motivation to learn and try new ideas. Having multiple opportunities to apply Ideas will lead to a more adventurous attitude to teaching and help build the learner's confidence. And self-regulating assessing is crucial to making your learning independent and personal. This is a kind of learning culture that is often forgotten and not used enough by teachers and students.

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My Top 5 Principles for professional Development

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My Top 5 Principles for professional Development

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Top 5 Effective Professional development Principles. 

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Top 5 Effective Professional development Principles. 

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1.  A focus on valued pupil outcomes

2.  Multiple opportunities to learn and apply information

3.  Opportunities to process new learning with others

4.  Knowledge expertise on the part of the facilitator

5.  Active leadership by facilitator

Effective Professional Development has to be measurable: mainly on the outcome evidenced in the students, they should be more engaged to learning and their results in the different assessments should improve. If not the professional development is not valuable. The best teaching practices are the ones that are shared by colleges since their are based on the same learning environment (school). Leaders should be involved, they are facilitators they should be side by side with their teachers supporting them and understanding their needs. And finally the professional development plans should be solid, diverse and continuous, considering always the need that the teachers are presenting.

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"Learning Forward's focus in this new law is its improved definition of professional learning," said Learning Forward's Stephanie Hirsh. "We've long advocated for a definition of professional development in federal policy that aligns with our Standards for Professional Learning. We concentrated our advocacy energy on this element of the legislation because that definition applies to the references to professional development that appear throughout the law."

Professional Development

The term "professional development" means activities that-

"(A) are an integral part of school and local educational agency strategies for providing educators (including teachers, principals, other school leaders, specialized instructional support personnel, paraprofessionals, and, as applicable, early childhood educators) with the knowledge and skills necessary to enable students to succeed in a well-rounded education and to meet the challenging State academic standards; and

"(B) are sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused, and may include activities that-

"(i) improve and increase teachers'-

"(I) knowledge of the academic subjects the teachers teach;

"(II) understanding of how students learn; and

"(III) ability to analyze student work and achievement from multiple sources, including how to adjust instructional strategies, assessments, and materials based on such analysis;

"(ii) are an integral part of broad school-wide and district-wide educational improvement plans;

"(iii) allow personalized plans for each educator to address the educator's specific needs identified in observation or other feedback;

"(iv) improve classroom management skills;

"(v) support the recruitment, hiring, and training of effective teachers, including teachers who became certified through State and local alternative routes to certification;

"(vi) advance teacher understanding of-

"(I) effective instructional strategies that are evidence-based; and

"(II) strategies for improving student academic achievement or substantially increasing the knowledge and teaching skills of teachers;

"(vii) are aligned with, and directly related to, academic goals of the school or local educational agency;

"(viii) are developed with extensive participation of teachers, principals, other school leaders, parents, representatives of Indian tribes (as applicable), and administrators of schools to be served under this Act;

"(ix) are designed to give teachers of English learners, and other teachers and instructional staff, the knowledge and skills to provide instruction and appropriate language and academic support services to those children, including the appropriate use of curricula and assessments;

"(x) to the extent appropriate, provide training for teachers, principals, and other school leaders in the use of technology (including education about the harms of copyright piracy), so that technology and technology applications are effectively used in the classroom to improve teaching and learning in the curricula and academic subjects in which the teachers teach;

"(xi) as a whole, are regularly evaluated for their impact on increased teacher effectiveness and improved student academic achievement, with the findings of the evaluations used to improve the quality of professional development;

"(xii) are designed to give teachers of children with disabilities or children with developmental delays, and other teachers and instructional staff, the knowledge and skills to provide instruction and academic support services, to those children, including positive behavioral interventions and supports, multi-tier system of supports, and use of accommodations;

"(xiii) include instruction in the use of data and assessments to inform and instruct classroom practice;

"(xiv) include instruction in ways that teachers, principals, other school leaders, specialized instructional support personnel, and school administrators may work more effectively with parents and families;

"(xv) involve the forming of partnerships with institutions of higher education, including, as applicable, Tribal Colleges and Universities as defined in section 316(b) of the Higher Education Act of 1965 (20 U.S.C. 1059c(b)), to establish school-based teacher, principal, and other prospective teachers, novice teachers, principals, and other school leaders with an opportunity to work under the guidance of experienced teachers, principals, other school leaders, and faculty of such institutions;

"(xvi) create programs to enable paraprofessionals (assisting teachers employed by a local educational agency receiving assistance under part A of title I) to obtain the education necessary for those paraprofessionals to become certified and licensed teachers;

"(xvii) provide follow-up training to teachers who have participated in activities described in this paragraph that are designed to ensure that the knowledge and skills learned by the teachers are implemented in the classroom; and

"(xviii) where practicable, provide jointly for school staff and other early childhood education program providers, to address the transition to elementary school, including issues related to school readiness."

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Professional Learning Definition | Learning Forward

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President Obama signed into law the Every Student Succeeds Act, the reauthorization of the Elementary and Secondary Education Act, on December 10, 2015.

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Top five principles for effective Professional Development.

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Top five principles for effective Professional Development.

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1.   Assessment for professional inquiry.
2.   Worthwhile content.
3.   Knowledge Expertise on the part of the facilitator.
4.   Focus on valued student outcomes.
5.   Multiple opportunities to learn
and apply information.

Each one according to the curricular design that I consider would be the ideal based on the student's need to meet the objectives set. We must first see the learner's needs, select valuable content based on competencies, have prepared facilitators for the process, monitor progress and results, and finally, take advantage of the variety of learning opportunities to put them into practice.

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Teacher Effectiveness / Professional Development for Educators | AVID

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AVID offers professional development for teachers. All educators can incorporate classroom strategies. Learn more about AVID's teacher development programs.

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My top 5 principles for effective Professional Development

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My top 5 principles for effective Professional Development

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R Meenakshi
1.Opportunities to process new learning with others.
2.Maintaining momentum
3.Multiple opportunities to learn and apply information
4.Knowledgeable expertise
5.What shapes a strong Professional learning?( Valued Pupil outcomes)

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My Top 5 Principles for professional Development

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My Top 5 Principles for professional Development

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1. Learning Outcomes of Learners
2. Sustaining momentum
3. Expertise and Knowledge
4. Assessing Professional Inquiry
5. Active Leadership

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The TSA courses align with the Australian professional standards for teachers (the standards) and combine digital content and processes with tasks and action taken in the teacher's local context of their classroom/s, their teacher colleagues and their school.

Learning is optimised through the inbuilt opportunities for sustained, collaborative engagement with colleagues over time. Each TSA course:

is free of charge and accessible online at anytime

has a flexible timeframe so can be saved and completed over time

can be aligned with and supports teachers' professional development needs

can be customised to school and classroom contexts

is suitable for embedding into school planning processes.

TSA courses can be completed by:

an individual teacher

small groups of teachers with shared needs (casuals, beginning teachers, teachers at the same career stage)

year, stage or faculty groups where themes like stronger lesson planning, differentiation and assessment are focus areas

whole school groups, where there is a match between what TSA can offer and the shared school professional development needs as identified in the school plan.

Supervisor involvement

In the TSA course context, the term 'supervisor' is intended to be interpreted flexibly. It could include:

a school executive

an expert teacher

a highly accomplished or lead teacher

a teacher mentor

any teacher responsible for supporting other teachers' PD.

The role of the supervisor is to lead and support the PD learning of the teachers participating in a course. This means meeting with teachers at recommended points and supporting them to make the connections between the course content, and the context in which they work.

The TSA courses can be successfully completed with varying degrees of support from a supervisor. In an ideal scenario, supervisors will work closely with a group of teachers and take an active role to lead the delivery of content. They will differentiate delivery of the courses accordingly, and provide regular feedback to teachers to help them apply the course content to their classroom practice.

It is understood however, that in some circumstances it may only be possible for some supervisors to have minimal involvement.

While the involvement of a supervisor will optimise the impact of this professional learning at the local level, the TSA courses are not supervisor dependent.

Supervisors can also choose to take an active role to lead the delivery of content.

Leading a TSA course and higher levels of accreditation

A key principle of effective PD is collaborative learning, the TSA courses strongly encourage the collaborative engagement of teachers in classroom-based action, supported by experienced practitioners.​

Teachers who take up the role of a 'supervisor' in a TSA course and are actively facilitating PD at the school level can use this opportunity to collect authentic evidence for accreditation at highly accomplished or lead teacher.

The content in the TSA courses are directly informed by the standards and when leading one of the courses, 'supervisors' will be supporting other teachers in standards-based teaching practice.

Supervisor support notes

Supervisor support notes have been developed for each of the TSA courses.

Completing a TSA course

The department's TSA courses are available online so teachers can access when needed. Once a course is completed, completion data will be transferred through the MyPL system to a teacher's NESA record in eTAMs. This will occur when:

all tasks and professional readings are completed

reflection is completed at the end of each part of A, B and C

all course evaluation questions are completed in part D.

Casual and temporary teachers

Casual and temporary teachers can also access the department's TSA courses online.

While the TSA courses are not 'supervisor' dependent, if a casual/ temporary teacher is in a school on a regular basis, they can choose a course relevant to their needs, and request the cooperation of a more experienced teacher from that school. The experienced teacher can then access the supervisor support notes (for the course) and facilitate the successful completion of the course by engaging in professional discussions with the casual/ temporary teacher.

Teacher quality advisors in Operational Directorates can also provide information and advice regarding TSA courses, and explain how they can be utilised to support teacher PD, to casual/ temporary teachers, and their supervisors. Teacher quality advisors can be contacted at Educational Services.

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The TSA courses align with the Australian professional standards for teachers (the standards) and combine digital content and processes with tasks and action taken in the teacher's local context of their classroom/s, their teacher colleagues and their school. Learning is optimised through the inbuilt opportunities for sustained, collaborative engagement with colleagues over time.

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Top five principles for effective Professional Development

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Top five principles for effective Professional Development

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1.   Focus on valued student outcomes.

2.   Worthwhile content

3.   Assessment for professional inquiry

4.   Multiple opportunities to learn and apply information

5.   Active Leadership
The above key principles are what leaders in education need to focus on for their vision and mission of the organisation,

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Top five principles for effective Professional development :

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Top five principles for effective Professional development :

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1. worthwhile content
2. Multiple opportunities to learn and apply information
3.  Opportunities to process new learning with others
4.knowlwdgw expertise
5.Maintaining momentum.

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7 Elements of Effective Professional Development

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Like so many things, the key to understanding best practices for effective teacher professional development (PD) resides in between the intersection of research and human determination. A recent report published by the Learning Policy Institute on effective teacher PD programs is an exemplar of this…

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1. worthwhile content
2. Multiple opportunities to learn and apply information
3.  Opportunities to process new learning with others
4.

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My Top 5 Principles for Effective PD
1.Focus on Valued student outcomes.
2. Integration of knowledge ans skills.
3. Assessment for profession.
4. Active leadership.
5. maintaining Momentum.

Professional Development is very vital in the teaching profession. I've chosen these top five principles in planning and designing an effective PD that will impact on the teacher's beliefs and practice.

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Abdulridha Al-Aradi - Top 5 Principles for Effective PD

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Abdulridha Al-Aradi - Top 5 Principles for Effective PD

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1.    Focus on valued student outcomes

2.    Integration of knowledge and skills

3.    Multiple opportunities to learn and apply information

4.    Active leadership

5.    Maintaining momentum

I find it difficult to select the top 5; I think all are of the same significance and interrelated to each other.

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Shaikha Alghanim. Top five priciples for effective PD

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Shaikha Alghanim. Top five priciples for effective PD

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1. focus in valued student outcomes.
2. worthwhile content
3. integration of knowledge and skills
4. assessment for professional inquiry.
5.Multiple opportunities to learn and pllay information.
I do believe that focusing on students' outcome is significant in planning and desiging  PD course for teachers

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The Top five principles for effective PD are

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The Top five principles for effective PD are

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1.   A focus on valued pupil outcomes

2.   Integration of knowledge and skills

3.   Assessment for professional inquiry

4.   Opportunities to process new learning with others

5.   Maintaining momentum

Continuous Professional Development helps teachers to stay abreast of knowledge and skills required for the changing educational contexts and challenging times with awareness, understanding, engagement and integration (British Council.in, 2021). I chose these 5 because they form the basis for CPD. Further to the UNESCO document by Timperley, I found this reading to be particularly useful to create a need for PD for teachers - https://www.oecd.org/berlin/43541636.pdf

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Nishita Israni- Top 5 Principles for effective Professional Development  

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Nishita Israni- Top 5 Principles for effective Professional Development  

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1. Maintaining momentum
2. Opportunities to process new learning with others
3. Multiple opportunities to learn and apply information
4. Assessment for professional inquiry
5. Worthwhile content

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Teach Like a Champion: Getting everyone's attention in class

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Top 5 Principles for Effective Professional Development

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Top 5 Principles for Effective Professional Development

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In my opinion the following are the top 5 principles for effective PD:
1. Assessment for Professional Enquiry
2.Focus on valued learners' outcomes
3. Opportunities to process new learning  with others
4. Knowledge Expertise on the part of the facilitator
5. Maintaining Momentum

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5 Principles of Effective Professional Development

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We all have professional development stories where we attended some training for 8 hours, and gained great information. We then went back to our respective campus and to our classroom and then nothing. No support for implementation, no practical help for things that go wrong in the classroom.

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Hang Do Thu - Top 5 principles for effective PD

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Hang Do Thu - Top 5 principles for effective PD

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1. Worthwhile content
2. Integration of knowledge and skills
3. Assessment for professional inquiry
4. Approaches responsive to learning process
5. Active leadership
My choice for the top five principles can be explained by the key conditions for the success of PDQ: increasing students' learning outcome, raising awareness of leaders and understanding the principles of teaching and learning.

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Angélica Bonilla. Support and Inspire Teachers 

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Angélica Bonilla. Support and Inspire Teachers 

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1-Assessment for Professional inquiry
2-Multiple opportunities to learn and apply Information.
3-Approches that are response to Learning with others.
4-Opportunities to process new Learning with others.
5-Maintaining momentum.

I hold onto the keywords of my 5 chosen ones: COMMITMENT from teachers and Leaders, RESPONSABILITY for students learning goals, TEAMWORK, TRUSTworthy enviroment and clear VISION of my GOALS as a teacher.

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No More Bad Coffee: Professional Development That Honors Teachers: Sheryl Chard at TEDxABQED

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I'm looking forward to reading which are your 'Top 5'. Please do list them concisely at the top of your post - you can choose whether to add your reasons for your choices below. Thanks, Lisa