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| professional development feedback survey: Evaluating Professional Development Thomas R. Guskey, 2000 How do we determine the effects and effectiveness of activities designed to enhance the professional knowledge and skills of educators so that they might improve the learning of students? Thomas R. Guskey explores the processes and procedures involved in evaluating professional development, from the very simple to the very complex, at five increasing levels of sophistication: Participants′ reactions to professional development How much participants learn Evaluating organizational support and change How participants use their new knowledge and skills Improvement in student learning . . . complete with sample evaluation forms, checklists, and helpful hints and tips. |
| professional development feedback survey: Evaluation in Organizations Darlene Russ-Eft, Hallie Preskill, 2009-09 The definitive resource on organizational evaluation, now fully revised and updated |
| professional development feedback survey: Professional Capital Andy Hargreaves, Michael Fullan, 2012-03-09 In this latest and most important collaboration, renowned educators, Andy Hargreaves and Michael Fullan set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching. It includes action guidelines for classroom teachers, administrators, schools and districts, and state and federal leaders. This is a book that no one connected with schools can afford to ignore. |
| professional development feedback survey: Designing Quality Survey Questions Sheila B. Robinson, Kimberly Firth Leonard, 2024-09-23 This text shows readers how to craft precisely worded survey questions with appropriate response options that provide useful data to help answer research questions. The authors offer guidance on creative approaches to question design to keep respondents engaged, consider different survey administration modes, outline practices for culturally responsive survey design, discuss current language considerations for demographic questions, and consider factors that can influence survey responses. The Second Edition offers more detail about survey question design and includes more on rating scales and open-ended questions. It provides more guidance on cultural responsiveness and equity considerations including use of inclusive language, how to survey youth, and a deeper discussion on asking questions about sex and gender and disability. |
| professional development feedback survey: Responsive Teaching Harry Fletcher-Wood, 2018-05-30 This essential guide helps teachers refine their approach to fundamental challenges in the classroom. Based on research from cognitive science and formative assessment, it ensures teachers can offer all students the support and challenge they need and can do so sustainably. Written by an experienced teacher and teacher educator, the book balances evidence-informed principles and practical suggestions. It contains: A detailed exploration of six core problems that all teachers face in planning lessons, assessing learning and responding to students, Effective practical strategies to address each of these problems across a range of subjects, Useful examples of each strategy in practice and accounts from teachers already using these approaches, Checklists to apply each principle successfully and advice tailored to teachers with specific responsibilities. This innovative book is a valuable resource for new and experienced teachers alike who wish to become more responsive teachers. It offers the evidence, practical strategies and supportive advice needed to make sustainable, worthwhile changes. |
| professional development feedback survey: The Art and Science of 360 Degree Feedback Richard Lepsinger, Anntoinette D. Lucia, 2009-01-12 More and more organizations are using 360-degree feedback to provide an opportunity to talk about key changes. This second edition of the best-selling book includes research and information that more accurately reflects who is using 360-degree feedback and where and how it is being used. In addition, the authors incorporate information about the impact of advances in technology and the more global and virtual work environment. This new edition includes case examples, tips, and pointers on preparing 360-degree feedback and information on how to implement it. |
| professional development feedback survey: Crisis Standards of Care Institute of Medicine, Board on Health Sciences Policy, Forum on Medical and Public Health Preparedness for Catastrophic Events, 2010-02-22 During a wide-reaching catastrophic public health emergency or disaster, existing surge capacity plans may not be sufficient to enable health care providers to continue to adhere to normal treatment procedures and follow usual standards of care. This is a particular concern for emergencies that may severely strain resources across a large geographic area, such as a pandemic influenza or the detonation of a nuclear device. Under these circumstances, it may be impossible to provide care according to the standards of care used in non-disaster situations, and, under the most extreme circumstances, it may not even be possible to provide basic life sustaining interventions to all patients who need them. Although recent efforts to address these concerns have accomplished a tremendous amount in just a few years, a great deal remains to be done in even the most advanced plan. This workshop summary highlights the extensive work that is already occurring across the nation. Specifically, the book draws attention to existing federal, state, and local policies and protocols for crisis standards of care; discusses current barriers to increased provider and community engagement; relays examples of existing interstate collaborations; and presents workshop participants' ideas, comments, concerns, and potential solutions to some of the most difficult challenges. |
| professional development feedback survey: These 6 Things Dave Stuart Jr., 2018-06-28 Streamline literacy instruction while increasing student achievement Dave R. Stuart Jr.’s work is centered on a simple belief: all students and teachers can flourish. Yet that seemingly simple goal can feel unattainable when teachers are expected to teach core content within the disciplines and improve literacy in their classrooms. How can teachers and students flourish under so much pressure? Stuart’s advice: Take a deep breath and refocus on six known best practices— establish and strengthen key beliefs, then build knowledge and increase reading, writing, speaking and listening, and argumentation in every content area, every day. These 6 Things is all about streamlining your practice so that you’re teaching smarter, not harder, and kids are learning, doing, and flourishing in ELA and content-area classrooms. In this essential new resource, teachers will receive Proven, classroom-tested advice delivered in an approachable, teacher-to-teacher style that builds confidence Practical strategies for streamlining instruction in order to focus on key beliefs and literacy-building activities Solutions and suggestions for the most common teacher and student hang-ups Numerous recommendations for deeper reading on key topics In addition to teaching English and world history for more than a decade, Stuart is well-known for his blog DaveStuartJr.com, which has over 35,000 visitors each month. This popular resource has been a beacon of light for more than 10,000 subscribers who refuse to freak out about the everyday challenges of teaching in a high-stakes era. He presents professional development workshops and institutes for schools around the United States and offers a number of online learning tools and experiences on his website. |
| professional development feedback survey: Science Teachers' Learning National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Teacher Advisory Council, Board on Science Education, Committee on Strengthening Science Education through a Teacher Learning Continuum, 2016-01-15 Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science. |
| professional development feedback survey: Peer Review in Nursing Barbara Haag-Heitman, Vicki George, 2010-04-05 Peer Review in Nursing: Principles for a Successful Practice is the first nursing publication that approaches the definition and implementation strategies for peer review within an organizational setting. Using a professional model, with shared governance as a framework, the authors discuss the difference between manger initiated staff performance evaluation of the past and the true peer review aspects of professional practice for the future. This text follows in line with the Magnet program requirement “that nurses at all levels use self appraisal performance review and peer review, including annual goal settings, for the assurance of competence and professional development” page 30 of the 2008 Magnet manual. This unique text teaches nurses the skills they need to demonstrate organizational processes, structures, and outcomes that help insure accountability, competence and autonomy. Features a forward by Tim Porter-O'Grady and a reprint of the 1988 ANA Guidelines for Peer Review! |
| professional development feedback survey: Next Gen PhD Melanie V. Sinche, 2016-08-22 An upper-level degree is a prized asset in the eyes of many employers, and nonfaculty careers once considered Plan B are now preferred by the majority of science degree holders. Melanie Sinche profiles science PhDs across a wide range of disciplines who share proven strategies for landing a rewarding occupation inside or outside the university. |
| professional development feedback survey: Building Teachers' Capacity for Success Pete Hall, Alisa Simeral, 2008-12-22 Educators know that teachers are a school's most essential strength. In Building Teachers' Capacity for Success, authors Pete Hall (winner of the 2004 ASCD Outstanding Young Educator Award) and Alisa Simeral offer a straightforward plan to help site-based administrators and instructional coaches collaborate to bring out the best in every teacher, build a stronger and more cohesive staff, and achieve greater academic success. Their model of Strength-Based School Improvement is an alternative to a negative, deficit-approach focused on fixing what's wrong. Instead, they show school leaders how to achieve their goals by working together to maximize what's right. Filled with clear, proven strategies and organized around two easy-to-use tools--the innovative Continuum of Self-Reflection and a feedback-focused walk-through model--this book offers a differentiated approach to coaching and supervision centered on identifying and nurturing teachers' individual strengths and helping them reach new levels of professional success and satisfaction. Here, you'll find front-line advice from the authors, one a principal and the other an instructional coach, on just what to look for, do, and say in order to start seeing positive results right now. Note: This product listing is for the Adobe Acrobat (PDF) version of the book. |
| professional development feedback survey: Advances in Questionnaire Design, Development, Evaluation and Testing Paul C. Beatty, Debbie Collins, Lyn Kaye, Jose-Luis Padilla, Gordon B. Willis, Amanda Wilmot, 2019-12-05 A new and updated definitive resource for survey questionnaire testing and evaluation Building on the success of the first Questionnaire Development, Evaluation, and Testing (QDET) conference in 2002, this book brings together leading papers from the Second International Conference on Questionnaire Design, Development, Evaluation, and Testing (QDET2) held in 2016. The volume assesses the current state of the art and science of QDET; examines the importance of methodological attention to the questionnaire in the present world of information collection; and ponders how the QDET field can anticipate new trends and directions as information needs and data collection methods continue to evolve. Featuring contributions from international experts in survey methodology, Advances in Questionnaire Design, Development, Evaluation and Testing includes latest insights on question characteristics, usability testing, web probing, and other pretesting approaches, as well as: Recent developments in the design and evaluation of digital and self-administered surveys Strategies for comparing and combining questionnaire evaluation methods Approaches for cross-cultural and cross-national questionnaire development New data sources and methodological innovations during the last 15 years Case studies and practical applications Advances in Questionnaire Design, Development, Evaluation and Testing serves as a forum to prepare researchers to meet the next generation of challenges, making it an excellent resource for researchers and practitioners in government, academia, and the private sector. |
| professional development feedback survey: Professional Learning Communities at Work Richard DuFour, Robert E. Eaker, 1998 Provides specific information on how to transform schools into results-oriented professional learning communities, describing the best practices that have been used by schools nationwide. |
| professional development feedback survey: The Professional Development of Teacher Educators Tony Bates, Anja Swennen, Ken Jones, 2014-12-18 This book makes a significant contribution to a hitherto much neglected area. The book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers. The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers fundamental and thoughtful critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may well have a wider applicability. Many of the authors are active and leading persons in the international fields of teacher education and of professional development. The book considers: novice teacher educators, issues of transition; identity development including research identity; the facilitation and mentoring of teacher educators; self-study research including collaborative writing, use of stories; professional development within the context of curriculum and structural reform. Becoming a teacher is recognised as a transformative search by individuals for their teaching identities. Becoming a teacher educator often involves a more complex and longer journey but, according to the many travel stories told here, one that can be a deeply satisfying experience. This book was published as a special issue of Professional Development in Education. |
| professional development feedback survey: Job-Embedded Professional Development Sally J Zepeda, 2014-09-12 In today’s schools, teachers are frequently called on to adapt new curricula and instructional practices in their classrooms. Making sense of the complexities of teaching occurs primarily during the work day, and instead of relying on before or after school one-size-fits-all professional development activities, schools must support teachers in learning on the job. The latest book from renowned author Sally J. Zepeda is written for teachers, teacher leaders, and school and district leaders who want to support job-embedded learning, a powerful form of professional development characterized by active learning and reflection grounded in the context of a teachers’ work environment. Job-Embedded Professional Development provides a framework for helping teachers stop, take a deep breath, and learn along the way as they engage in their daily work. Through the engaging job-embedded learning activities, processes, and cases from the field explored in this book, teachers will immediately be able to: Implement what they are learning in the context of their own classrooms; Work with supportive peers who can coach them along the way; Get feedback on what’s working and what needs to be tweaked; Learn as adult learners fully capable of making sound professional judgments; Engage in conversations that allow teachers to dig deeper into their practices; Focus intently on content knowledge and the linkages to instruction and assessment; Capitalize on learning in digital learning environments before, during, and after school; Gain confidence in themselves and others through learning together. |
| professional development feedback survey: Teacher Professional Development Eleonora Villegas-Reimers, 2003 |
| professional development feedback survey: Integrated Talent Management Scorecards Toni Hodges DeTuncq, Lynn Schmidt, 2013-09-05 The term “integrated talent management” has been in vogue for several years, yet organizations are still trying to understand how to integrate talent management functions to achieve business results. Authors Toni Hodges DeTuncq and Lynn Schmidt use case studies from 17 different organizations to reveal best practices for demonstrating the value of integrated talent management. This book will show you how to: Design and implement talent management initiatives that will benefit business. Measure, evaluate, and demonstrate the impact of talent management initiatives at both a functional and organizational level. Benefit from the insights of world-class organizations. |
| professional development feedback survey: Learner-Focused Feedback Amy Tepper, Patrick Flynn, 2020-01-16 New strategies for feedback that supports a culture of learning The skill set required for observing why students are learning and how teachers influence that is a difficult one to master—yet it’s essential when it comes to driving change and growth in your school. This companion to Feedback to Feed Forward provides a curated collection of strategies to improve your ability to identify desired outcomes, recognize learning in action, collect relevant and accurate evidence, and develop smart, supportive, and effective feedback about a teacher’s impact on learners. And it’s not just leaders, coaches, and administrators who can use this highly accessible how-to. This time around, Tepper and Flynn also address the needs of teachers who double as observers, whether they’re mentoring new teachers, supporting each other or analyzing the effectiveness of their own teaching. No matter your role, you’ll benefit from their expert guidance, as well as: · Authentic classroom examples · Observer think-alouds · Stories from the field with Give-It-a-Try tools and Stop and Think questions · Follow-up steps specific to your role When classroom observation and feedback are both learner-centered (focused on students) and learning-focused (focused on teachers as learners), they lead to a culture of learning throughout the school. Take this book as your guide, and explore just how effective your feedback can be. Learner-Focused Feedback has been recognized for focusing on practices that have high effect sizes and will help you translate the groundbreaking Visible Learning research into practice. When educators use strategies that have high effects (greater than 0.40), they can accelerate student achievement. The power of the Visible Learning research lies in helping educators understand which factors have the highest impact on student achievement so that educators can begin making strategic decisions based on evidence that will utilize their time, energy, and resources to the best extent possible. The Visible Learning research is based on Professor John Hattie’s unmatched meta-analysis of more than 1,600 research reviews comprising 95,000 studies, involving more than 300 million students—the world’s largest evidence base on what works best in schools to improve student learning. From that research, Dr. Hattie identified more than 250 factors that have an impact on student achievement. View a full list of |
| professional development feedback survey: TALIS 2018 Results (Volume I) Teachers and School Leaders as Lifelong Learners OECD, 2019-06-19 The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems. |
| professional development feedback survey: The Data Coach's Guide to Improving Learning for All Students Nancy Love, 2008-02-27 Use data as an effective tool for school change and improvement! This resource helps data team facilitators move schools away from unproductive data practices and toward examining data for systematic and continuous improvement in instruction and learning. The book, which includes a CD-ROM with slides and reproducibles, illustrates how the authors' model has proven successful in: Narrowing achievement gaps in all content areas and grade levels Achieving strong, continuous gains in local and state assessments in mathematics, science, and reading Initiating powerful conversations about race/ethnicity, class, educational status, gender, and language differences Developing a vision for a high-performing, data-informed school culture |
| professional development feedback survey: Facilitating Teacher Teams and Authentic PLCs: The Human Side of Leading People, Protocols, and Practices Daniel R. Venables, 2017-12-20 As professional learning communities become more widespread, educators have learned that they can’t simply form grade-level or subject-area teams and call it a day. To profoundly affect teacher practice and student learning, PLCs need strong and knowledgeable leadership. In Facilitating Teacher Teams and Authentic PLCs, Daniel R. Venables draws on his extensive experience helping schools and districts implement effective PLCs to explore this crucial but often-overlooked need. Taking a two-pronged approach to PLC facilitation, Venables offers targeted guidance both for leading the people in teacher teams and for facilitating their work. This practical resource provides Strategies for facilitating interactions among colleagues in PLCs and building trust and buy-in. Field-tested, user-friendly protocols to focus and deepen team discussions around texts, data, teacher and student work, teacher dilemmas, and collaborative planning time. Tips for anticipating and addressing interpersonal conflicts and obstacles that commonly arise during use of protocols. Current and prospective PLC facilitators at every grade level will find this book an essential guide to navigating the challenging and rewarding endeavor of leading authentic PLCs. Build your skills, and help your team rise to the next level. |
| professional development feedback survey: Leveraging the Impact of 360-degree Feedback John W. Fleenor, Sylvestor Taylor, Craig Chappelow, 2008-03-31 Leveraging the Impact of 360-Degree Feedback is a hands-on guide for implementing and maintaining effective 360-degree feedback as part of learning and development initiatives. Written for professionals who work inside organizations and for consultants working with clients, the book draws on a proven ten-step program and lessons learned over the past twenty years of research and practice. The authors present step-by-step suggestions for the successful implementation of 360-degree feedback as well as a collection of best practices that the Center for Creative Leadership has observed and tested with their broad base of clients. |
| professional development feedback survey: Improving Instruction Through Supervision, Evaluation, and Professional Development Michael DiPaola, Charles A. Wagner, 2018-02-01 In this second edition of Improving Instruction Through Supervision, Evaluation, and Professional Development we’ve maintained the conceptual framework while updating sections to provide the most recent research on instructional strategies that have the most promise of helping all students learn. Modifications of the law resulting from the reauthorization of the 50-year-old Elementary and Secondary Education Act—Every Student Succeeds Act (ESSA) (2015)—and their implication for practice are embedded throughout this new edition. Updated data collection tools for classroom observations are also provided. We included a link to a website that contains all the observation tools in electronic format so that observers can have the opportunity to collect data on a tablet or laptop, save the observation data as a PDF file and e-mail those data to the teacher observed. This new edition recognizes the reality that all principals are responsible for supervision, evaluation, and professional development of their teachers—tasks that are neither simple nor without conflict. The primary audience of this text is aspiring and practicing principals. We hope to help them understand both the theory and practice of supervision, evaluation, and professional development. However, observing instruction, collecting data for reflection, and having conversations about teaching, are not the sole provinces of principals. Master teachers, teacher leaders, and teacher colleagues can also benefit from the supervisory sections of the book, especially the chapters on high-quality instruction, improving instruction, and the classroom data collecting tools. The book provides numerous tools specifically designed to collect a variety of data in classrooms to improve instruction. Embedded in each chapter are exercises to apply Theory into Practice by responding to a set of questions posed by the key issues of the chapter. After the explication and illustration of the key concepts and principles of the chapter, actual Instructional Leadership Challenges as described by a successful practicing principal for reflection and analysis. |
| professional development feedback survey: The Knowledge Gap Natalie Wexler, 2019-08-06 “Essential reading for teachers, education administrators, and policymakers alike.” —STARRED Library Journal The untold story of the root cause of America's education crisis It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension skills at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention. |
| professional development feedback survey: Successful School Leadership: Linking with Learning and Achievement Christopher Day, Pam Sammons, Ken Leithwood, David Hopkins, Qing Gu, Eleanor Brown, Elpida Ahtaridou, 2011-05-16 This book is based on the largest and most extensive empirical study of contemporary leadership in primary and secondary schools in England. The results demonstrate that heads of successful schools improve the quality of student learning and achievement through who they are – their values, virtues, dispositions and competencies – as well as their timely use of change and improvement strategies. Successful School Leadership provides a comprehensive analysis of the values and qualities of head teachers. It assesses the strategies they use and how they adapt these to their particular school context in order to ensure positive increases in the learning, well being and achievement of their students. The authors: Identify a basic set of leadership practices resulting from their findings Analyse and describe the leadership values, qualities and behaviours related to different phases in schools’ improvement journeys Provide illustrative case studies of primary and secondary schools that highlight context sensitive strategies Provide a contemporary overview of international research and thinking about successful school leadership Recognize similar and distinguishing features between schools in different socio-economic groups This book is valuable reading for…school leaders and senior teachers, educational policy makers and advisors, as well as anyone involved or interested in education and its leadership. |
| professional development feedback survey: Answering Why Mark C. Perna, 2018-09-18 Bridge the Gap and Reach the Why Generation If you've ever struggled to motivate the young people in your sphere of influence, Answering Why is the game-changer you've been looking for. From the urgent skills gap crisis to the proven strategies to inspire our youngest generations, Answering Why addresses the burning questions faced by educators, employers, and parents everywhere. Author, CEO, and generational expert Mark C. Perna shares his wide experience and profound success as both a single dad and performance consultant for education and workforce development across North America. Readers will be empowered to: • Embrace the branch-creak crisis moments of life • Make meaningful, productive connections with the Why Generation (anyone under 40 today) • Bring relevance, self-discovery, and passion to the learning process The Why Generation is asking a serious question, and it’s time to answer it. This book will help awaken the incredible potential of young people everywhere and spur them to increased performance on all fronts, so they can make a bigger difference—which is exactly what they want. |
| professional development feedback survey: Handbook of Training Evaluation and Measurement Methods Jack J. Phillips, 2012-08-21 This new, third edition of Jack Phillips's classic Handbook of Training Evaluation and Measurement Methods shows the reader not only how to design, implement, and assess the effectiveness of HRD programs, but how to ultimately measure their return on investment (ROI). Each chapter has been revised and updated to include additional research, expanded coverage, and new examples of Dr. Phillips's case studies. Seven entirely new chapters have also been added, focusing largely on ROI. |
| professional development feedback survey: Job Satisfaction Paul E. Spector, 2022-02-27 Distilling the vast literature on this most frequently studied variable in organizational behavior, Paul E. Spector provides students and professionals with a pithy overview of the research and application of job satisfaction. In addition to discussing the nature of and techniques for assessing job satisfaction, this text summarizes the findings regarding how people feel toward work, including cultural and gender differences in job satisfaction, personal and organizational antecedents, potential consequences, and interventions to improve job satisfaction. Students, researchers, and practitioners will particularly appreciate the extensive list of references and the Job Satisfaction Survey included in the Appendix. This book includes the latest research and new topics including the business case for job satisfaction, customer service, disabled workers, leadership, mental health, organizational climate, virtual work, and work-family issues. Further, paulspector.com features an ongoing series of blog articles, links to assessments mentioned in the book, and other resources on job satisfaction to coincide with this text. This book is ideal for professionals, researchers, and undergraduate and graduate students in industrial and organizational psychology and organizational behavior, as well as in specialized courses on job attitudes or job satisfaction. . |
| professional development feedback survey: Authentic Happiness Martin Seligman, 2011-01-11 In this important, entertaining book, one of the world's most celebrated psychologists, Martin Seligman, asserts that happiness can be learned and cultivated, and that everyone has the power to inject real joy into their lives. In Authentic Happiness, he describes the 24 strengths and virtues unique to the human psyche. Each of us, it seems, has at least five of these attributes, and can build on them to identify and develop to our maximum potential. By incorporating these strengths - which include kindness, originality, humour, optimism, curiosity, enthusiasm and generosity -- into our everyday lives, he tells us, we can reach new levels of optimism, happiness and productivity. Authentic Happiness provides a variety of tests and unique assessment tools to enable readers to discover and deploy those strengths at work, in love and in raising children. By accessing the very best in ourselves, we can improve the world around us and achieve new and lasting levels of authentic contentment and joy. |
| professional development feedback survey: Experiential Learning David A. Kolb, 2014-12-17 Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. Experiential Learning, Second Edition builds on the intellectual origins of experiential learning as defined by figures such as John Dewey, Kurt Lewin, Jean Piaget, and L.S. Vygotsky, while also reflecting three full decades of research and practice since the classic first edition. Kolb models the underlying structures of the learning process based on the latest insights in psychology, philosophy, and physiology. Building on his comprehensive structural model, he offers an exceptionally useful typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers. Kolb also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This edition reviews recent applications and uses of experiential learning, updates Kolb's framework to address the current organizational and educational landscape, and features current examples of experiential learning both in the field and in the classroom. It will be an indispensable resource for everyone who wants to promote more effective learning: in higher education, training, organizational development, lifelong learning environments, and online. |
| professional development feedback survey: Dare to Lead Brené Brown, 2018-10-09 #1 NEW YORK TIMES BESTSELLER • Brené Brown has taught us what it means to dare greatly, rise strong, and brave the wilderness. Now, based on new research conducted with leaders, change makers, and culture shifters, she’s showing us how to put those ideas into practice so we can step up and lead. Don’t miss the five-part Max docuseries Brené Brown: Atlas of the Heart! ONE OF BLOOMBERG’S BEST BOOKS OF THE YEAR Leadership is not about titles, status, and wielding power. A leader is anyone who takes responsibility for recognizing the potential in people and ideas, and has the courage to develop that potential. When we dare to lead, we don’t pretend to have the right answers; we stay curious and ask the right questions. We don’t see power as finite and hoard it; we know that power becomes infinite when we share it with others. We don’t avoid difficult conversations and situations; we lean into vulnerability when it’s necessary to do good work. But daring leadership in a culture defined by scarcity, fear, and uncertainty requires skill-building around traits that are deeply and uniquely human. The irony is that we’re choosing not to invest in developing the hearts and minds of leaders at the exact same time as we’re scrambling to figure out what we have to offer that machines and AI can’t do better and faster. What can we do better? Empathy, connection, and courage, to start. Four-time #1 New York Times bestselling author Brené Brown has spent the past two decades studying the emotions and experiences that give meaning to our lives, and the past seven years working with transformative leaders and teams spanning the globe. She found that leaders in organizations ranging from small entrepreneurial startups and family-owned businesses to nonprofits, civic organizations, and Fortune 50 companies all ask the same question: How do you cultivate braver, more daring leaders, and how do you embed the value of courage in your culture? In Dare to Lead, Brown uses research, stories, and examples to answer these questions in the no-BS style that millions of readers have come to expect and love. Brown writes, “One of the most important findings of my career is that daring leadership is a collection of four skill sets that are 100 percent teachable, observable, and measurable. It’s learning and unlearning that requires brave work, tough conversations, and showing up with your whole heart. Easy? No. Because choosing courage over comfort is not always our default. Worth it? Always. We want to be brave with our lives and our work. It’s why we’re here.” Whether you’ve read Daring Greatly and Rising Strong or you’re new to Brené Brown’s work, this book is for anyone who wants to step up and into brave leadership. |
| professional development feedback survey: Handbook on Teacher Portfolios for Evaluation and Professional Development Pamela Tucker, James Stronge, Christopher Gareis, 2013-10-18 This book and downloadable resources show school leaders how to develop teacher portfolios and put them into action. They will provide confidence and credibility as you engage in: - high stakes summative evaluations - initial hiring, tenure, and other key personnel decisions - fostering a school culture which encourages high levels of performance This book and downloadable resources provide a reliable and easy way for teachers to: - collect and analyze data about their effectiveness - monitor and improve their own performance - improve student learning Adopting the templates in this book and downloadable resources will enable you to define: - standards which describe actual duties and activities of teachers - behaviors which indicate the quality of teaching - artifacts which provide evidence of teaching and learning - scoring rubrics which assist in objective evaluation The downloadable resources, contain easy-to-use templates of performance assessment rubrics, feedback forms, and other documents to help you organize & implement Teacher Portfolios in your school. |
| professional development feedback survey: Continuing Professional Development - Preparing for New Roles in Libraries: A Voyage of Discovery Paul Genoni, Graham Walton, 2006-05-02 Librarians and information workers the world over are faced with the constant challenge of remaining abreast of developments in their field. Rapid changes in technology and workplace roles threaten to make their skills obsolete unless they undertake constant professional development. This international collection presents a comprehensive overview of current continuing professional development theory and practice for those who manage and work in library and information services. Papers by academics and practitioners describe numerous innovative responses to emerging continuing education and training needs, including workplace learning; individual learning and learning organisations. |
| professional development feedback survey: Driving Career Results Linda Brenner, 2016 Driving Career Results brings together all the tools, ideas, plans, and techniques you'll need. World-class HR expert Linda Brenner has helped tens of thousands of businesspeople succeed. Now, she helps you assess your personal strengths and opportunities, and then systematically improve in a manageable, practical way. Brenner offers expert tips for leveraging strengths and improving development areas in areas such as judgment, problem-solving, creativity, trust, influence, teamwork, planning, business acumen, customer focus, grit, technical savvy, communications, collaboration, integrity, accountability, curiosity, innovation, courage, and more. You'll learn where to start, what to prioritise, how to commit to a personal plan of action...and how to make it happen! Are you waiting around for someone to develop you? You may be waiting a long time. Nowadays, you're in the driver's seat of your own career, whether you know it or not. Corporations don't have the time and energy it takes to truly help you learn and improve. It's all on you. Driving Career Results shows you how to drive your own development...simply, effectively, and at virtually no cost. |
| professional development feedback survey: To Improve the Academy James E. Groccia, Laura Cruz, 2013-09-05 An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants. Contents include: Evidence-based changes in faculty and organizational development Creative collaboration between faculty and technologists Integrating research on teaching and learning and the practice of teaching Formal and informal support for pretenure faculty Strategies to support senior faculty Faculty development and productivity Using e-portfolios in hybrid professional development Developing a faculty learning community grounded in the science of how people learn Assessing the long-term impact of a professional development program An analysis of faculty development scholarship Program planning, prioritizing, and improvement A consultations tracking database system for improving faculty development consultation services Graduate assistant development Using undergraduates to prepare international teaching assistants for the American classroom Tracking perceptions of preparation for future faculty competencies Student consultants of color and faculty members working together toward culturally sustaining pedagogy Measuring student learning to document faculty teaching effectiveness Learning with mobile apps Slow pedagogy, curriculum, assessment, and professional development Principles of video games that can enhance teaching The Reacting to the Past pedagogy and engaging the first-year student |
| professional development feedback survey: The Handbook of Continuing Professional Development for the Health Informatics Professional JoAnn Klinedinst, 2022-03-10 Engaging in ongoing, continuing professional development (CPD) is a strategic imperative for the health informatics professional. In our global economy, healthcare is fast-paced, dynamic, and ever-changing. While this rapid change is both exciting and exhausting, digital health transformation is positively impacting lives, today and every day, in ways not previously imagined. Faced with a COVID-19 pandemic that has forever changed the landscape of health and care delivery, global health and care stakeholders must ensure that our ecosystem continues to rapidly evolve through innovation, government and ministry incentives, and technological advancements to reach citizens everywhere. For these reasons, health informaticists must embrace lifelong learning to ensure they have the professional competencies to advance initiatives that positively impact patient care. The Handbook of Continuing Professional Development for the Health Informatics Professional, Second Edition has adapted to the evolving needs of health and care professionals everywhere. The Handbook provides the rationale and the resources to do so and serves as a reference to enhance one’s career. No other comprehensive resource exists to assist health informaticists in developing and maintaining their professional competencies. Written as a contributed compilation of topics by leading practitioners, the book discusses the most critical competencies needed to ensure understanding of the vast health and care ecosystem while also highlighting industry influences that shape the very evolution of health information and technology. About HIMSS The Healthcare Information and Management Systems Society (HIMSS) is a global advisor, thought leader, and member association committed to transforming the health ecosystem. As a mission-driven non-profit, HIMSS offers a unique depth and breadth of expertise in health innovation, public policy, workforce development, research, and analytics to advise leaders, stakeholders, and influencers from across the ecosystem on best practices. With a community-centric approach, our innovation engine delivers key insights, education, and engaging events to healthcare providers, payers, governments, startups, life sciences, and other health services organizations, ensuring they have the right information at the point of decision. HIMSS has served the global health community for more than 60 years with focused operations across North America, Europe, the United Kingdom, the Middle East, and Asia-Pacific. |
| professional development feedback survey: Entering Research Janet Branchaw, Amanda R Butz, Amber R Smith, 2019-11-19 For students whose experience with science has been primarily in the classroom, it can be difficult to identify and contact potential mentors, and to navigate the transition to a one-on-one, mentor-student relationship. This is especially true for those who are new to research, or who belong to groups that are underrepresented in research. The Entering Research curriculum offers a mechanism to structure the independent research experience, and help students overco |
| professional development feedback survey: Evaluability Assessment Michael S. Trevisan, Tamara M. Walser, 2014-08-06 Evaluability assessment (EA) can lead to development of sound program theory, increased stakeholder involvement and empowerment, better understanding of program culture and context, enhanced collaboration and communication, process and findings use, and organizational learning and evaluation capacity building. Evaluability Assessment: Improving Evaluation Quality and Use, by Michael Trevisan and Tamara Walser, provides an up-to-date treatment of EA, clarifies what it actually is and how it can be used, demonstrates EA as an approach to evaluative inquiry with multidisciplinary and global appeal, and identifies and describes the purposes and benefits to using EA. Using case examples contributed by EA practitioners, the text illustrates important features of EA use, and showcases how EA is used in a variety of disciplines and evaluation contexts. This text is appropriate as an instructional text for graduate level evaluation courses and training, and as a resource for evaluation practitioners, policymakers, funding agencies, and professional training. “The most impressive aspect of this book is that it positions EA as an approach that perfectly fits within the current philosophical views on program evaluation… The authors do a great job connecting these theories to practice, and provide good guidelines.” —Sebastian Galindo-Gonzalez, University of Florida “This book is focused on one very important topic in the scope of program evaluation content. It establishes the foundation for a variety of applications: impact assessment, program development, and formative evaluation. This text provides new insights and methods for conducting evaluability assessment.” —S. Kim MacGregor, Louisiana State University “The book is written in a very readable style, is well organized and referenced. I like the inclusion of case studies, guidelines for actually doing EA, and the extensive discussion of its alignment with other models of evaluation process.” —Iris Smith, Emory University |
| professional development feedback survey: Other Duties as Assigned Jan Burgess, Donna Bates, 2009-12-15 Provides ongoing advice and counsel on how to master the entire spectrum of duties that teacher leaders are expected to accomplish. |
Professional Physical Therapy | Challenging Limits to Transform …
Professional Physical Therapy is the leading provider of world-class physical, occupational, and hand therapy in the Northeast. We will work together with you, your referral source, and your …
PROFESSIONAL Definition & Meaning - Merriam-Webster
The meaning of PROFESSIONAL is of, relating to, or characteristic of a profession. How to use professional in a sentence.
PROFESSIONAL | English meaning - Cambridge Dictionary
PROFESSIONAL definition: 1. relating to work that needs special training or education: 2. having the qualities that you…. Learn more.
Professional - Wikipedia
A professional is a member of a profession or any person who works in a specified professional activity. The term also describes the standards of education and training that prepare members …
PROFESSIONAL definition and meaning | Collins English …
Professional means relating to a person's work, especially work that requires special training. His professional career started at Liverpool University. ...a professionally-qualified architect. The …
Professional - Definition, Meaning & Synonyms - Vocabulary.com
When an athlete "goes pro," she goes professional –-she is paid for her service rather than doing it on an amateur basis. Other professionals, including doctors and lawyers, are also paid for …
Professional - definition of professional by The Free Dictionary
1. following an occupation as a means of livelihood. 2. pertaining to a profession. 3. appropriate to a profession: professional objectivity. 4. engaged in one of the learned professions, as law or …
PROFESSIONAL Definition & Meaning - Dictionary.com
Professional definition: following an occupation as a means of livelihood or for gain.. See examples of PROFESSIONAL used in a sentence.
What does professional mean? - Definitions.net
A professional is a member of a profession or any person who works in a specified professional activity. The term also describes the standards of education and training that prepare members …
professional adjective - Definition, pictures, pronunciation and …
Definition of professional adjective in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
Professional Physical Therapy | Challenging Limits to Transform …
Professional Physical Therapy is the leading provider of world-class physical, occupational, and hand therapy in the Northeast. We will work together with you, your referral source, and your …
PROFESSIONAL Definition & Meaning - Merriam-Webster
The meaning of PROFESSIONAL is of, relating to, or characteristic of a profession. How to use professional in a sentence.
PROFESSIONAL | English meaning - Cambridge Dictionary
PROFESSIONAL definition: 1. relating to work that needs special training or education: 2. having the qualities that you…. Learn more.
Professional - Wikipedia
A professional is a member of a profession or any person who works in a specified professional activity. The term also describes the standards of education and training that prepare members …
PROFESSIONAL definition and meaning | Collins English …
Professional means relating to a person's work, especially work that requires special training. His professional career started at Liverpool University. ...a professionally-qualified architect. The …
Professional - Definition, Meaning & Synonyms - Vocabulary.com
When an athlete "goes pro," she goes professional –-she is paid for her service rather than doing it on an amateur basis. Other professionals, including doctors and lawyers, are also paid for their …
Professional - definition of professional by The Free Dictionary
1. following an occupation as a means of livelihood. 2. pertaining to a profession. 3. appropriate to a profession: professional objectivity. 4. engaged in one of the learned professions, as law or …
PROFESSIONAL Definition & Meaning - Dictionary.com
Professional definition: following an occupation as a means of livelihood or for gain.. See examples of PROFESSIONAL used in a sentence.
What does professional mean? - Definitions.net
A professional is a member of a profession or any person who works in a specified professional activity. The term also describes the standards of education and training that prepare members …
professional adjective - Definition, pictures, pronunciation and …
Definition of professional adjective in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
