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Running head: FIVE-YEAR PROFESSIONAL PLAN 1

Five-Year Professional Plan

Jason Cooper

OTL- 579 Action Research

Colorado State University – Global Campus

Kesha Williams, EdD

April 6, 2019
FIVE-YEAR PROFESSIONAL PLAN 2

Analysis of Data Used:

Based on the idea that the higher qualification of English teachers at my school lead to

higher overall grades, further action to realize our school’s mission statement of

“providing the world with educated citizens who nurture virtue and create prosperity”

includes encouraging and providing ways for teachers to continue their professional

development.

I have given polls to fellow teachers at my school inquiring about their current level of

qualification as an educator. I then measured the correlation between level of

qualification (undergraduate educator’s degree, degree in a subject related to what they

are teaching, teaching certification, master’s degree, doctorate degree) and their students’

average grades. If a teacher has more than one qualification then I measured the highest

level. The results are as follows:

Average score of students' scores in classes of


teachers with that level of qualification
90
88
86
84
82
80
78
76
74
72
70
No teaching Undergraduate Educator's Undergradute Master's degree Doctorate
qualification degree in certification degree in in education degree in
subject related education education
to their
teaching
content
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Not surprisingly, there is a clear correlation between how qualified the teacher is to

student achievement. The only surprise is that the teachers with a master’s degree have

a higher student success rate than the teachers with doctorates. This is most likely due

to a low sample size as only 2 teachers at my school have doctorates while 10 teachers

have master’s degrees. Furthermore, based on participating teachers, there were 7

teachers with no teaching qualification, 14 teachers with an undergraduate degree in

something relating to their field, 9 teachers with some sort of teaching qualification,

and 6 teachers with an undergraduate degree in education for a total of 48 participating

teachers. The average students score was simply taken from the students’ averages in

each parallel of each subject taken and assigned to the level of that teacher and finally

averaged with other scores in the same group.

SMART goal:

My suggested process to raise students’ overall grade average to 85% or higher in

grades 5 and 6 by the end of 2024 school year is to motivate teachers to further their

professional development through the incentive of promoting teachers to levels where

they have autonomy, more responsibility, and, when allowed, a new title in

coordination or head of a department.

Specific- The goal is to raise students’ average grade to above 85% by incentivizing

teachers to be more attentive, diligent and effective.


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Measureable- The average overall grade for 5th and 6th grade students should be 85%

or by the end of the 2024 school year (or after the majority of teachers in every

department have achieved an educational certification.)

Achievable- This idea has 2 steps- both which are achievable. First, teachers earning

some sort of education certificate is very achievable at my school because I have taken

the steps needed to make CSU-Global an affiliate of my school, thus allowing for

discounted tuition. Whether it’s a teaching certificate in a specific area or a Master’s in

Teaching and Learning, teachers at my school can use CSU-Global to their advantage

because it is affordable and all online. Also, human resources at my school has

provided several free online programs to enhance professional development for

teachers. The basic problem lies with the near majority of teachers that have no post-

high school education at all, or the fact that it is not in an education-related area.

Secondly, this will, in fact, improve student scores based on the research that finds that

teacher licensure, along with a degree in that field, is the most consistent predictor of

student achievement in reading and math (Darling-Hammond 2000).

Results-focused- This program is designed to be results-focused in the way that

student achievement is the basis for its success. To have the average of an entire 2

grades be 85% or higher is ambitious, yet very possible, if all teachers are on board.

Time-bound- The timeliness of this idea depends on how many teachers are interested

in acting on it and pursing further professional development options. If every


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department can fulfil its request to have the majority of its teachers hold an education

qualification by the end of next school year, then we can begin the result-focused data

collection by the following school year. However, if it takes long to achieve the

qualification stage then the collection of data stage will also be delayed.

Professional Learning Opportunities:

I’ve already taken the necessary steps to make CSU-Global an affiliate of the

International School of Oman so there is a discount available to teachers who want to

pursue formal online education at my school. Furthermore, human resources have

provided teachers with options to attend workshops and other online programs to

continue professional development in education. However, here is little incentive to

pursue these unless you are self-motivated and want to personally develop your craft.

Pay raises would not be my suggestion to better motivate teachers to work at their

craft. Financial incentive has already proven to not be an effective means for better

attention to work. “If we want an engaged workforce, money is clearly not the answer.

In fact, if we want employees to be happy with their pay, money is not the answer. In a

nutshell: money does not buy engagement” (Chamorro-Premuzic, 2013).

Instead of a pay raise, my suggestion is that my school gives more responsibility and

more decision-making power to those who show initiative and a high capability.

Edward Deci, a psychologist, states, “People have three psychological needs – to feel

autonomous, to feel competent and to feel related to others” (Piekema, 2014).


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Furthermore, creating titles with more duties can serve as necessary means for people to

feel motivated to try harder in their professional lives. This will be effective because my

school be moving into a new larger building and we are expected to have a significantly

larger student body. Because of this, we will need more teachers and more people to

oversee these teachers and students, thus providing an opportunity for new positions in

administration and coordination.

After Five Years / Progress Monitoring Method

Professional development for educators and employees at school is becoming

increasingly important and emphasized on around the globe. Guskey states, “Policy-

makers increasingly recognize that schools can be no better than the teachers and

administrators who work within them” (Guskey, 2002). In order to improve a school

overall, a school should put the proper systems in place for teachers to take advantage

of like workshops and opportunities to earn certificates and degrees in classroom

management, teaching and learning, to further their knowledge of education and their

teaching material.

One study found that professional development should be district, state or nation

focused if it wants its participants to consider the research. Guskey explains:

A recent review by the Consortium for Policy Research in Education, for example,

found that when decisions about professional development were primarily school
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based, staff members paid only lip service to research and were more interested in

programs similar to what they were already doing than in those producing results. In

such instances, the decentralization of decision making appeared to be undermining the

use of knowledge rather than promoting it (Guskey, 2003).

By basing the professional development opportunities on nation-wide or global

research, we are reaching the teachers that can benefit from it on a universal level as

opposed to limiting what they can learn about specifically to their school.

One need of professional development is the need for it to constantly expand as far as

the research it incoporates. Carr and Kemmis explain, “It is clear, then, that the

professional development of teachers not only involves extending the range of their

autonomous judgments and the range of clients to whom they have responsibilities and

obligations. It also involves a more generous view about the kinds of knowledge that

research should provide” (Carr & Kemmis, 2004). This is important to note because it

emphasises that fact that if we are going to try to reap the benefits of professional

development, we must ensure that said professional development is based on wide-

spread research.

Lastly, over 1,000 teachers who participated in professional development were

surveyed nationwide. One finding of this research was that “an activity is more likely

to be effective in improving teachers’ knowledge and skills if it forms a coherent part

of a wider set of opportunities for teacher learning and development” (Birman,

Desimone, Porter, & Garet, 2003). This leads to the conclusion that professional
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development should be context-based and on-going throughout a school term and

school year. As a result, to continuously measure the progression of my five-year plan,

I will continue to encourage and provide professional development opportunities for

my cohorts. Also, I will continue to collect data measuring the correlation between

teacher qualification and student success.

Professional Leadership Website

https://misterjason.weebly.com/professional-leadership-website.html

References
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Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2003). Designing

Professional Development That Works. Retrieved April 1, 2019, from

http://www.vodppl.upm.edu.my/uploads/docs/edu5822_1456883720.pdf

Carr, W., & Kemmis, S. (2004). Becoming Critical. Retrieved April 2, 2019, from

file:///Users/user/Downloads/9780203496626_googlepreview.pdf

Chamorro-Premuzic, T. (2013, April 10). Does Money Really Affect Motivation? A

Review of the Research. Retrieved April 7 2019, from

https://hbr.org/2013/04/does-money-really-affect-motiv

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of

state policy evidence. Education Policy Analysis Archives, 8(1),

International School of Oman Overview. (2010). Retrieved April 5, 2019, from

http://isooman.com/html/about_edugates.html

Guskey, T. R. (2002). Professional Development and Teacher Change. Retrieved March

30, 2019, from

http://class.anhoes.ntpc.edu.tw/happy/wenwen/files_dl/Guskey2002 Professional

Development and Teacher Change.pdf

Guskey, T. R. (2003). What Makes Professional Development Effective? Retrieved April

5, 2019, from http://www.artsintegrationpd.org/wp-

content/uploads/2017/07/What-makes-effective-PD-Guskey.pdf

Piekema, C. (2014, November 18). Does money really motivate people? Retrieved April

1, 2019, from http://www.bbc.com/future/story/20120509-is-it-all-about-the-

money
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Reyna, J. (2012, January). Google docs in higher education. Retrieved April 7 2019, from

https://www.researchgate.net/publication/288374843_Google_docs_in_higher_e

ducation