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=Kimberly Sharp=
 * MEDT 8484**

=Teaching Teachers - Best Practices for Professional Development=

What makes a professional development experience a good one? I believe that the answer to this question is a critical consideration for anyone who is expected to teach a teacher.  As with most busy professionals, teachers are focused on many different things within a work day. They are consumed with teaching, lesson planning, administrative duties, meetings, student achievement, standardized test scores, student discipline and interactions with students and parents. In the midst of this, they are asked to attend training sessions that are often boring, not applicable to their teaching or overwhelming. Research has revealed that in order for professional development to be effective, teachers need time to apply what they learn in a relevant setting (Bennison & Goos, 2010). It is no wonder that many teachers have negative feelings about professional learning.  My goal is to identify the elements of professional learning that teachers find meaningful. Hutchins, Arbaugh, Abell, Marra, & Lee identify that the quality of professional development is influenced by several factors: context, content, delivery format, instructional strategies, and the experiences of the participants (2008). I want to enhance the atmosphere of trust in my relationships with teachers by taking these factors into account as I design staff development programs for teachers. As I implement eight individual staff development sessions during this school year, I want them to recognize that I will always offer them something relevant to their teaching. I will not waste their time, but instead plan to teach them something that they can integrate into their classrooms quickly and easily.  All of my staff development sessions will include a technology component. We are technology-rich with equipment and software. However, teachers have not been adequately trained on how to effectively use these materials that are available to them. Bennison & Goos determined that teachers who participate in professional development show greater confidence with technology and more positive beliefs about technology use being beneficial for student learning (2010). Having access to technology is not enough. Teachers need to learn how to use what they have and how technology can enhance their teaching practice.  By reviewing available research, I believe that I can enhance my knowledge and skills in the area of quality professional development. I also expect to find information about issues that negatively impact teachers’ perceptions about using technology. If I am able to recognize objections up front, I can anticipate questions and solutions before they arise. By applying all of this research as I prepare to teach professional development, I am confident that I will have a positive impact on the teachers I teach. 

=**References**= Bennison, A., & Goos, M. (2010). Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts. //Mathematics Education Research Journal//, //22//(1), 31-56. Retrieved from ERIC database. 

Hutchins, K., Arbaugh, F., Abell, S., Marra, R., & Lee, M. (2008). A consumer guide to professional development. //Science Scope//, //31// (8), 16-19. Retrieved from ERIC database.