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Tannye Stewart

Grand Canyon University

EAD-523

Reid Amones

March 16, 2022

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Maximize Instruction Through Professional Development

1-hour Professional Development (PD) on Maximizing Excellent Instruction Related to

Successful Classroom Engagement

Preparation: Teachers will sit at designated tables for their grade level.

Materials:

 Colored index cards (Icebreaker)

 Chart paper

 Sharpie markers

 “Strategies for Teachers to Maximize Student Learning Time” (Meador, 2020) article for

each teacher

 “Classroom Time Use Tool” (David, 2014) article for each teacher

Icebreaker: (5 minutes)

Awareness Activity: To display their understanding of each statement read to them, teachers

will raise colored index cards in the air as a personal reflection of their familiarity with

instruction and successful classroom engagement.

 Red – Not familiar

 Yellow – Somewhat familiar

 Green – Very familiar

Learning Objectives: (5 minutes)

By the end of the professional development session, teachers will:

 Acknowledge the significance of learning how to maximize time spent on excellent

instruction as it relates to successful classroom management while also supporting the

school’s mission and vision.

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 Discover and use strategies to increase student learning time.

 Identify how classroom management can influence student engagement.

Expected Outcomes: (5 minutes)

1. To guarantee teachers start applying one or more of the strategies and/or activities

presented throughout the professional development (PD) session within a week.

2. To inspire the teacher and provide them with the essential tools for successfully managed

classroom with engaged students.

Conversation on Methods to Maximize Instructional Time: (15 minutes)

 “Better Planning and Preparations” (Meador, 2020)

o Planning is important to the very center of instruction. Teachers must be prepared

in advance to guarantee that the least amount of instructional time is lost.

 “Give Clear and Concise Directions” (Meador, 2020)

o Students need easy directions to understand. This involves both unwritten and

written directions. Unclear directions can disturb the lesson and education

process.

 “Maintain Control of the Classroom Environment” (Meador, 2020)

o This relates to classroom management. Easy expectations and methods such as

how to respond to a question, being kind to other classmates, and collecting things

all relate to classroom management. Classroom management will not get rid of

misbehavior, but it can lessen it significantly so that successful learning will

happen (Barbetta, Norona, & Bicard, 2005).

 “Ensure Quick Transition” (Meador, 2020)

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o Transitions should be swift and smooth. Students use this time to become

inattentive. Yet, teachers can obtain precious instructional time if completed

quickly.

Description of Aligned Professional Development and Activities: (30 minutes)

 Group Activity Part A:

o Teachers will utilize the “Classroom Time Use Tool” (David, 2014) to identify

how much of their time per day within the classroom is genuine instructional

time. Each table of teachers will share their discoveries. Ideas will be recorded on

chart paper so that it is noticeable to all participants.

 Group Activity Part B:

o Teachers will recite a part of the article “Strategies for Teachers to Maximize

Student Learning Time” (Meador, 2020). Each table of teachers will be given a

sheet of chart paper that is already filled in with a strategy cited in the article that

all teachers can use to apply in their classroom effectively. Teachers will describe

three takeaways from the professional development. Then, the teachers will share

what they learned with their fellow teachers.

 Individual Activity:

o Each teacher will create one goal on how they can implement what they have

learned within their classroom.

o Discuss the following steps that support the timeline.

o Teacher Feedback Form

Timeline
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This is a continuing development. Furthermore, implementing the strategies discussed cannot be

done quickly. This professional development (PD) session should occur at the very beginning of

the school year. By doing conducting the session before school officially starts, the teachers can

learn and implement the strategies gradually within their classrooms.

 Yearly Planning Meetings (Quarterly)

 Grade Level Planning Meetings (Weekly)

 A week after this professional development (PD) session, administrators should design a

schedule for teachers to observe other teachers. While observing their fellow teachers,

they should identify which strategies are effectively used within the classroom to

maximize instructional time.

 Two weeks after this professional development (PD) session, teachers will utilize the

specified checklist during their weekly meetings on whether they have maximized their

instructional time or not. Teachers will share what they have learned and the various

strategies that can be used within the classroom during their weekly grade level planning

meetings.

 Instructional coaches and administrators will give support to teachers during classroom

observations and walk-throughs. Further feedback will be supplied.

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Professional Feedback Form

Three things I learned today…

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Three things I found interesting…

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Questions that I still have…

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
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References

Barbetta, P. M., Norona, K. L., & Bicard, D. F. (2005). Classroom Behavior Management: A

Dozen Common Mistakes and What to Do Instead. Preventing School Failure:

Alternative Education for Children and Youth, 49(3), 11-19. Doi10.3200/psfl.49.3.11-19

David L, “ARCS Model of Motivational Design Theories (Keller),” in Learning Theories, July

23, 2014. Retrieved March 16, 2022, from https://www.learning-theories.com/kellers-

arcs-model-of-motivational-design.html

Meador, Derrick. (2020, February 11). Strategies for Teachers to Maximize Student Learning

Time. Retrieved March 16, 2022, from https://www.thoughtco.com/strategies-for-

teachers-to-maximize-student-learning-time-4065667