School Professional Development Analysis

Shirley Moliga

GCU-EAD 523

Professor Rich Rundhaug

12/13/2023
 School Professional Development

The school leadership adequately encourages professional growth. Each topic area

committee is accountable for delivering professional development (PD) sessions to staff

members, including subjects such as English Language Arts (ELA), Mathematics, Social

Studies, Science, Physical Education/Health, Music/Art, and Samoan studies.

Staff members often express their complaints to the Content Area Committee (CAC)

during professional development (PD) sessions. This assists the CAC in formulating significant

and highly efficient subjects for professional development. The school's monitoring and

assessment methods are explicitly communicated at staff meetings. Nevertheless, these

instructions lack explicit elaboration and are subject to interpretation by the personnel based on

their own inclinations (TES, 2023).

Increasing Staff Capacity

All education professionals, including teachers, have the chance to further their education

via professional development. As a result, students benefit from better results and instructors are

able to stay current on best practices and standards. According to Taufete'e, Enhancing Tafuna

Elementary School's Capacity All education professionals, including teachers, have the chance to

further their education via professional development. Teachers are able to enhance their abilities,

get new ideas, and stay current on standards and practices via this, all while helping students

achieve better results (Taufete'e, 2023).

Principal Roles and Actions

 At TES, it is the responsibility of Madam Principal Taufetee to determine and provide

opportunities for professional growth. To establish a training schedule, she convenes with her

leadership team, which comprises the VP, reading interventionist, and reading coach. In the first

meeting of every month, they go over what needs to change. Through instructor observations and

comments, Taufetee identifies areas that want improvement.

One way that administrators may work together and communicate is by reviewing lesson

plans weekly. The administrators will provide instructors constructive criticism after examining

their weekly lesson plans. Teachers will also hear from administrators about various activities

and tactics that are pertinent to the lesson's goal. Courses and modules are co-designed by

educators from different grade levels. Co-planning occurs when educators collaborate to design

courses and units that build upon students' prior knowledge and skills. Furthermore, they will

collaborate by talking about and brainstorming ideas for classroom activities. The result of this

teamwork will be a unified lesson plan for one grade level. Sometimes, even if the exercises are

different, the instructors still have the same goal. The lessons will be tailored to meet the

individual requirements and abilities of each student.

Teacher’s Role

In order to help students study more effectively, instructors at Tafuna Elementary School

participate in professional development programs that help them become more knowledgeable

and skilled in their field. Members of the administrative and staff staff are grouped into subject-

matter committees. Every three months throughout the academic year, there is a professional

development session. Every committee schedules time throughout the quarter to have a

professional development session. Members of the committee planned and executed their own
professional development activities; sometimes, community members, government

organizations, and invited visitors were also engaged.

Our school's curriculum and environment influence our presentation subjects, abilities,

and tactics. These include, but are not limited to, subject areas related to effective teaching,

classroom management, assessment and evaluation, and the integration of technology into the

classroom. Student accomplishment statistics, instructor observation, and standardized testing all

contribute to our evaluation of the PDs' efficacy. The professional development activities we've

implemented have been very beneficial to our educators. Some of our educators went above and

beyond what was required of them by participating in external professional development

opportunities, such as earning master's, doctoral, or even bachelor's degrees. Teachers who want

to pursue professional development opportunities independently are not compensated by the

department of education. Although most of the professional development activities at Tafuna

Elementary School are unfunded, we believe that when students and teachers take the initiative

and act with integrity, we are able to accomplish more (TES, 2023).

Continuous Plan of Improvement

Teacher excellence, student achievement, and school culture form the basis of Tafuna

Elementary's Continuous Improvement Plan. Because there is a clear correlation between what

teachers learn and what their students absorb, professional development programs aim to raise

teachers' level of expertise. All students, regardless of their current level of performance, benefit

from teachers who regularly engage in high-quality professional development (Mizell, 2017). At

TES, teachers engage together in professional development, where they share strategies to

improve classroom instruction and foster a more collaborative school climate for all children.
 Research-Based Instructional/Best Practices.

Improving students' academic performance is what we expect and need. The goal of

Tafuna Elementary School's data analysis is to find out what students in a given grade or class

struggle with in terms of learning, which teachers are having the hardest time with, and how they

can improve their own ability to help students overcome these obstacles. Teams based on

students' grade levels comprise our faculty. Every group gets together to go over their findings

before presenting them to the rest of the employees. The three main components of student

achievement data for each subject area taught in the classroom are pre-, mid-, and post-

assessments. Each quarter concludes with its presentation. Each member of the school's

interdisciplinary team contributed to the data analysis that revealed students' areas of weakness,

identified instructional errors, and developed solutions to address these issues. In contrast, the

leadership of Tafuna Elementary School is pushing for direct professional development for

teachers as a means to achieve the school's objectives. It ends up being a very efficient method

for enhancing students' learning even more (TES, 2023).

Evaluating PD Program

Positive relationships and academic achievement are the focal points of the Tafuna

Elementary Schhol professional development program, which seeks to encourage teachers' and

students' ongoing personal and professional development. There are chances to work together,

talk about what works, and exchange techniques for both education and behavior. To make sure

that teachers can devote the necessary time and resources to successfully implementing these

tactics in their classrooms, the program is designed with their requirements in mind, with

sessions that are customized for each grade level.

 Reference
Mizell, H. (2017).Why Professional Development Matters.
https://learningforward.org/wp-content/uploads/2017/08/professional-development-
matters.pdf

Tafuna Elementary School. (2023). 'Professional Development Analysis' .

Teaching Teachers: PD To Improve Student Achievement. (2017, August). Teaching

Tolerance.https://www.tolerance.org/professional-development/teaching-teachers-pd-to-
mprove-student-achievemen