TOWARDS A FRAMEWORK FOR PROFESSIONAL DEVELOPMENT: THE IMPLICATIONS OF INDIVIDUAL PLANS IN TEACHER ADVANCEMENT
Article Sidebar
Main Article Content
Abstract
This study develops a framework for professional development, focusing on the implications of individual plans for teacher advancement. As education systems increasingly emphasize personalized professional growth, individual development plans (IDPs) are recognized as a key strategy for enhancing teachers' skills, knowledge, and overall performance. Through a mixed-methods approach, including surveys of teachers, interviews with educational leaders, and case studies of schools that implement IDPs, the research explores how individualized professional development plans contribute to teachers’ career progression, motivation, and job satisfaction. Findings indicate that IDPs enable teachers to take ownership of their development, align their goals with school objectives, and engage in targeted, reflective learning experiences. The study also identifies the challenges and best practices for designing and implementing effective IDPs, emphasizing the role of school leadership in supporting teachers through mentoring, feedback, and resources. The proposed framework offers a holistic approach for schools to foster continuous teacher advancement and improve overall teaching quality.
Article Details
Section
How to Cite
References
Allington, R. L., & McGill-Franzen, A. (2014). Comprehension diffi culties among struggling readers. In Handbook of research on reading comprehension (pp. 575-592). Routledge.
Bass, B. M. (1997). Does the transactional–transformational leadership paradigm transcend organizational and national boundaries?. American psychologist, 52(2), 130.
Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. Institute for the Future for University of Phoenix Research Institute, 540.
Duke, N. K., & Roberts, K. L. (2010). The genre-specific nature of reading comprehension. The Routledge international handbook of English, language and literacy teaching, 74-86.
Clark, C., & Rumbold, K. (2006). Reading for Pleasure: A Research Overview. National Literacy Trust.
García, O., & Kleifgen, J. A. (2010). Educating emergent bilinguals: Policies, programs, and practices for English language learners. Teachers College Press.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106-116
Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. The elementary school journal, 86(2), 217-247.
Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. A White Paper on the Digital and Media Literacy Recommendations of the Knight Commission on the Information Needs of Communities in a Democracy. Aspen Institute. 1 Dupont Circle NW Suite 700, Washington, DC 20036.
Kilag, O. K. T., Tiongzon, B. D., Paragoso, S. D., Ompad, E. A., Bibon, M. B., Alvez, G. G. T., & Sasan, J. M. (2023). HIGH COMMITMENT WORK SYSTEM AND DISTRIBUTIVE LEADERSHIP ON EMPLOYEE PRODUCTIVE BEHAVIOR. Gospodarka i Innowacje., 36, 389-409.
Kilag, O. K. T., Evangelista, T. P., Sasan, J. M., Librea, A. M., Zamora, R. M. C., Ymas, S. B., & Alestre, N. A. P. (2023). Promising Practices for a Better Tomorrow: A Qualitative Study of Successful Practices in Senior High School Education. Journal of Elementary and Secondary School, 1(1).
Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the Role of Instructional Leadership in Teacher Professional Development. Advanced Qualitative Research, 1(1), 63-73.
Kilag, O. K. T., Angtud, R. M. A., Uy, F. T., Alvez, G. G. T., Zamora, M. B., Canoy, C. B., & Sasan, J. M. (2023). Exploring the Relationships among Work Motivation, Job Satisfaction, Administrative Support, and Performance of Teachers: A Comprehensive Study. International Journal of Scientific Multidisciplinary Research, 1(3), 239-248.
Kilag, O. K. T., Bariquit, I. A., Glipa, C. G., Ignacio, R. A., Alvez, G. U., Guilot, R. T., & Sasan, J. M. (2023). Implication of Individual Plan for Professional Development (IPPD) on Teachers’ Professional Development and Career Advancement. Web of Semantic: Universal Journal on Innovative Education, 2(6), 43-54.
Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School effectiveness and school improvement, 17(2), 201-227.
Lindsey, R. B., Nuri-Robins, K., Terrell, R. D., & Lindsey, D. B. (2018). Cultural proficiency: A manual for school leaders. Corwin Press.
Louis, K. S. (2004). How leadership influences student learning. Center for Applied Research and Educational Improvement.
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. ASCD.
Nieto, S., & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural education (6th ed., pp. 40-59). Boston, MA: Pearson
Sheninger, E. (2014). Pillars of digital leadership. International Center for Leadership in Education, 1(4), 1-4.
Sasan, J. M., & kit Kilag, O. (2023). From Teacher to School Founder: A Practicum Journal on Dr. Francisca T. Uy's Educational Journey. Psychology and Education: A Multidisciplinary Journal, 13(2), 159-165.
Uy, F. T., Sasan, J. M., & Kilag, O. K. (2023). School Principal Administrative-Supervisory Leadership During the Pandemic: A Phenomenological Qualitative Study. International Journal of Theory and Application in Elementary and Secondary School Education, 5(1), 44-62.
Warschauer, M. (2006). Laptops and literacy: Learning in the wireless classroom.