Group items tagged

Through narrative and reflection, this paper explores how somatic awareness can add to professional development in areas that, historically, have been 'disembodied'. It addresses my subjective experience of a critical incident, a cycle accident, and how it interrupted my habitual sense of embodiment. It explores how the experience presented an opportunity to visit again my body as 'ground of my being' and 'my body as first home' (Halprin 2003), and to listen through silence to the layers that give way to somatic awareness. Reflection offers an opportunity to pause, and explore the space for deep engagement in what it means to be professional. This paper addresses itself to the theme of the embodied professional educator.

The was written in 1997 (by professional development specialists), so it is a little older, however it is a nice overview of the importance of evaluating professional development programs for teachers. Anyone interested in action research related to professional development would find this useful!

Although this podcast is about how to be a good teacher, it features some interesting thoughts about reflection and supportive learning communities when trying to improve your professional skills, in this case education.

Although this podcast is about how to be a good teacher, it features some interesting thoughts about reflection and supportive learning communities when trying to improve your professional skills, in this case education.

The "Evaluation Exchange" is a periodical published by the Harvard Graduate School of Education. It reports new ideas in evaluating programs and policies.This is a great resource because they include short yet in-depth articles focused on evaluation. I am sure that most CCT students could find useful resources and information within this site. One article I read, called "Evaluating the Impact of Professional Development," was of interest to me because it directly relates to my topic of evaluating a potential professional development opportunity for teachers.

A RaW Stemä refers to an open-ended statement or question that leads your mind to reflecting on the past, in the present and/or for the future. The 'R' stands for reflective; the 'a' stands for and; the 'W' stands for writing. A Reflection and Writing Stem is like a sentence completion or question which allows you to fill in your thoughts.

I consider myself a "reflectologist", a term I created during one of my reflection sessions. A reflectologist believes in the importance of reflection for growth and change. A RaW Stemä refers to an open-ended statement or question that leads your mind to reflecting on the past, in the present and/or for the future. The 'R' stands for reflective; the 'a' stands for and; the 'W' stands for writing. A Reflection and Writing Stem is like a sentence completion or question which allows you to fill in your thoughts.

This web site talks about the personal reactions to change in a variety of professional positions and how resistance can effect it. Clear outlines are provided on why people resist change, understanding the process a person might naturally take and how to foster appropriate attitudes toward resistance to changes. Professionals may often resist change initially until they are able to recognize the benefits of the change will outweigh the costs of keeping things the same. This is an important barrier to consider when proposing an action plan.

By: Garrison Wynn Other sources within the site include other relevant articles, change management techniques, definitions etc.

This article discusses technology improving communication within the education realm, among all levels. Examples are drawn from multiple schools but specifically Lewis Elementary School in Portland, Oregon where they are using technology to increase the improve staff communication and professional development. The main focus is around blogs as a means to improve staff communication and collaboration. The blogs are used with the school system as well as connecting parents and the larger community. The use of wikis and blackboard are also discussed.

This is actually a chapter out the book Social Work with Groups that I found eventually through EBSCO. I'm hoping some of the overall concepts will be beneficial or relatable for some of the group dynamics and communications people are addressing. The article discusses how co-facilitation can be effective if it is well planned and characterized by close communication among co-workers of equal status. The authors of this article describe their experience co-teaching a group work course. They examine the potential of co-facilitation in a classroom setting for role modeling an effective group co-leadership relationship to students and for contributing to the professional development of teachers.

"Empirically supported treatments (ESTs) are interventions that have been found to be efficacious for one or more psychological conditions, like major depression, panic disorder, or obsessive-compulsive disorder. Prior to the 1990s, there were no specific guidelines for either practitioners or mental health consumers regarding which treatments to select for which conditions. " "Because ESTs are manualized, they necessarily constrain clinical creativity. To some extent, this criticism is based on a caricature of manualized therapies. Treatment manuals do not necessarily mandate fixed responses to patients' verbal behaviors in therapy; instead, most manuals provide flexible guidelines for how to proceed at different stages of treatment. Moreover, increasing numbers of treatment manuals afford therapists considerable leeway to respond flexibly to differing patient trajectories within treatment. "

"Jenny W. Rudolph, PhD, VA Boston Healthcare System"

"Madison Metropolitan School District (2001). "Classroom action research." http://www.madison.k12.wi.us/sod/car/carhomepage.html"

This website is a very helpful tool for anyone taking on the task of an action research project. In the section "Reasons to Do Actions Research" it cites collegiality, personal/professional development, consistency, and challenging the norm, all as reasons why action research needed to be done in this situation. Under the section, "A process for Analyzing Your Data" the site goes through some steps to go through in order to get a big picture of the data that has been collected. Some of the steps include, look for themes or patterns, identify the main points, and draw the information together to include some of the evidence which supports each of your themes. The site also has many other links to topics such as "What is Action Research?", "Guidelines for Developing a Question", "Techniques for Collecting Data", and "Ideas for Your Final Write-Up".

In recent years, Action Learning has gained currency as an approach to developing people by using work-based or problem-based learning. This book introduces theory, research, and practice of the two authors and colleagues (O'Neil & Marsick) who have both researched and applied Action Learning.

This web source provides a multitude of professional growth opportunities for educators. Resources include teaching skills, articles, lesson plans, behavior management strategies and resources from notable publishers and experts in the field.

By: Pearson Education Inc. 2000-2010

As a higher education employee, it's interesting to me to hear about what the new trends are in terms of programs at other universities compared with our own. This article both saddens and inspires me, because it discusses how the study of humanities may be in danger, because it is not considered "practical" and does not always lead to a definite career path. I am reminded of how some K-12 administrators are taking away programs in the arts, to free up more time for math and science, subjects that are considered more important because of statewide testing. The article inspires me, because it goes further, to mention what some specific colleges are doing to increase focus and enrollment in humanities fields, and how the colleges and universities are trying to hold on to these fields, despite the low enrollment. I would be interested to see how these techniques end up working, and how the schools plan on evaluating them.

This is another great article that simplifies conflict resolution skills to keep relationships healthy. Communication and creating healthy relationships is important is both personal and professional lives. I hope you enjoy this article.

If you have a chance to read this book, it really gets you to think about how we have structured our work environments potentially to our overall disadvantage. I heard an interview with Schwartz on NPR, was intrigued, so got the book. He talks about four basic human needs: Sustainability/Physical; Security/Emotional; Self-Expression/Mental; and Significance/Spiritual. Schwartz asserts that we need elements of all four in our lives, including at work, to be fully functioning and growing.