: The EDC philosophy centers around developing mathematical habits of mind. It creates "innovative programs and materials designed specifically to improve mathematics and science teaching and learning at all grade levels. The Mathematical Practices Institute (MPI) is the result of decades of work focusing on dramatically improving how mathematics is taught and learned. ... MPI can offer curricula, research, technical assistance, and professional development—configured to local or state needs—to help effectively implement the CCSS in ways that are faithful to its design and intent." The website also includes searchable resources with archived webinars and presentations, essays, white papers, books, curriculum.
Unit 2: Promote Professional Development
Unit code: SHC 52
Edexcel Level 5 Diploma for the Learning
Development and Support Services Workforce (QCF)
2.1 Evaluate own knowledge and performance against standards and benchmarks.
2.2 Prioritise development goals and targets to meet expected standards.
3.1 Select learning opportunities to meet development objectives and reflect personal learning style.
3.2 Produce a plan for own professional development, using an appropriate source of support.
3.3 Establish a process to evaluate the effectiveness of the plan.
4.1 Compare models of reflective practice.
4.2 Explain the importance of reflective practice to improve performance.
4.3 Use reflective practice and feedback from others to improve performance.
4.4 Evaluate how practice has been improved through:
– reflection on best practice
– reflection on failures and mistakes
Essay Samples Database, Essay Zoo
The focus of professional development should not be limited to content, teaching methods, and learning outcomes. According to Intrator and Kunzman (2006), teachers leave the profession when their deeper needs are not met. "Teachers yearn for professional development experiences that not only advance their skills and knowledge base but also simultaneously probe their sense of purpose and invite deliberation about what matters most in good teaching" (p. 39). Programs, such as Courage to Teach, help promote that inner reflection by focusing on personal and professional beliefs and how those beliefs affect teaching. The program, which involves a series of three-day retreats, was begun by Parker Palmer in 1994 with a group of Michigan teachers. The Courage to Teach program is at the .