EDU53753 Week 4 Professional Development Plan

    • How might you structure this component of your plan? Refer to the research provided (articles listed above) to support your work.

Shi, et al. (2025) researched how professional development programs helped the teachers fix the technological competence gaps and the psychological strain for technology integration that the covid pandemic created. The TPACK framework guided teachers integrating technology or designing professional development plans. Teacher’s digital self-efficacy helps with pedagogy competence and work engagement. When teachers are confident using technology, they become more effective. Self-efficacy is protective against teacher’s emotional exhaustion.

Zimmer and Mathews (2025) explained professional development opportunities do not produce change when the teacher is dissatisfied, and coughing is critical element of school-based professional development because coaching takes into consideration the teacher’s background and experience. Virtual coaching is facilitated by human coaches to individualize professional development and lifelong learning. It was self-oriented and self-managed learning with iterative reflective practices.

Siyam et al. (2025) studied self-rate technology skills surveys for teachers after four professional development sessions. It was improvement in teachers’ self-reported Information and Communication Technology (ICT) competencies aligned to the TPACK framework and the UAE school inspection framework.

 

    • What connections will you make between teacher learning and connected student learning? What must teachers be able to do to support their students?  How does this work align with your vision and goals from week 3?

Shi et al., 2023 explained that digital competence and teacher well-being are linked, therefore professional development programs should integrate digital pedagogy training with attention to teacher’s confidence and psychological resilience.

Zimmer and Matthews (2025) studied the efficacy of virtual coaching professional development models that increased the teacher’s digital learning identity without making the teacher feel inhibited or overwhelmed. The connection that I found between teacher and student learners is that there is not one specific way to teach everyone, there are gaps in capabilities and interests. When there is student-guided learning there are more opportunities to succeed.

In the rural areas, lacking access to psychiatric care was not related to lack of internet or devices, but the lack of connection. There is technology in place, and we must start by using what we have available. At this point there is no way the patient will learn how to answer depression questionaries; therefore, this provider will have to learn how to enter the information for the patient. It is becoming a project of teaching the provider how to manage the electronic health record. The coaches are the clinical director and the IT department of the organization.

    • What structures are in place within your district, school, or organization already exist to support professional learning? 

AVEM health parters have a dedicated IT department that has made weekly appointments with this provider. The weekly appointments have an objective. First week was about scheduling and marketing. Second week was about premade notes for easy completion of consultation and follow-up visits’ documentation. Third week will be about media management and medication prescription. Fourth week will be about final touch ups. The fifth week will be the live event with the first patients.

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    • How will student/community learning and assessment be transformed by the TIP you are developing?  What changes should be tackled to address International technology-mediated assessment expectations like the PISA?

I am not sure if PISA expectation will apply here. There are expectations of revenue with the implementation of this practice. The long-term goal is to prevent suicide and provide psychiatric services to a rural area in Oklahoma. I am guessing self-reported surveys will help this provider evaluate self-rate technological skills.

 

 

References

 

Shi, Y. R., Sin, K. F. K., & Wang, Y. Q. (2025). Teacher professional development of digital pedagogy for inclusive education in post-pandemic era: Effects on teacher competence, self-efficacy, and work well-beingLinks to an external site.. Teaching and Teacher Education, 168, 105230.

Siyam, Y., Siyam, N., Hussain, M., & Alqaryouti, O. (2025). Evaluating technology integration in education: a framework for professional developmentLinks to an external site.. Discover Education, 4(1), 53.

Zimmer, W. & Matthews S. D. (2022). A virtual coaching model of professional development to increase teachers' digital learning competencies. Journal of Teaching and Teacher Education, 109(9). doi: 10.1016/j.tate2021.103544. ZimmerandMatthewsTATE.pdf Download ZimmerandMatthewsTATE.pdf


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