Running Head: SUPPORTING ARTICLE REVIEW 1

Assignment 2: TPE Domain F

Artifact #3: Supporting Article Review

Heather Martinez

National University

In partial fulfillment of the requirements for

TED 690−Capstone Course

Carol M. Shepherd, Ed.D.

SUPPORTING ARTICLE REVIEW 2

Abstract

This paper contains a review of Raising Student Achievement Through Professional

Development by Generation Ready and includes personal reflection on how the information

contained within the article relates to my professional development plan over the next five years.
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The article defines professional development as “a comprehensive, ongoing, and

intensive approach to improving teachers’ and principals’ effectiveness in raising student

achievement.” (Generation Ready, n.d., p. 1) When considering my own commitment to growth

as an educator, I believe this is an important consideration. We continue to educate ourselves and

grow because of our commitment to student success. It is our love of helping our students

become their best selves that serves as the foundation of and motivation for professional

development.

With this in mind, it is important to consider that professional development can serve

multiple functions, such as “to improve school performance, to improve the quality of classroom

instruction, [and] to support the implementation of new initiatives.” (Generation Ready, n.d., p.

1) Professional development should be practical in nature, as we must be able to apply the

theories, techniques, and technologies within our schools and our classrooms. In this way, our

professional growth supports the growth of our students, our schools, and our communities.

Personally, as I look towards the future of my teaching career, I have been considering courses,

workshops, and additional credentials which will do more than just advance my career. This

projected development will improve the quality of my instruction, thereby improving my

students’ success.

I particularly appreciated the article’s focus on collaboration within professional

development. This collaboration must cross the boundaries of grade-levels, administration, and

the district for maximum effectiveness. “Significant and sustainable change in practice is an

ongoing process and it takes time to implement and reflect on new practices.” (Generation

Ready, n.d., p. 2) For this reason, teachers will have a greater success if they are supported by

their peers and their administration. Effective techniques and practices can be shared and
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supported across the district to further enhance student success. At my current school, we engage

in weekly Professional Learning Communities (PLCs). The teachers at each grade level meet

weekly to collaborate and share ideas. At a recent meeting with the other Kindergarten teachers,

we embarked on a comprehensive review of the recent English-Language Arts assessments. We

identified three main areas for improvement and created an action plan for addressing these

areas. This plan was then sent to the principal, who follows up to assess progress and provides

support for such items as budgetary needs. An implementation plan of this kind could not happen

without the collaboration between teachers and the administration. “Ongoing, intensive

professional development that focuses on supporting teachers’ planning and instruction has a

greater chance of influencing teaching practice and in turn, raising student achievement.”

(Generation Ready, n.d., p. 3)

Research-based, collaborative professional development which is implemented with the

support of administration is more likely to succeed. As I look forward towards my future as an

educator, these are the considerations I must consider when choosing professional development

opportunities.
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References

Generation Ready (n.d.) Raising student achievement through professional development.

Retrieved from: http://www.generationready.com/wp-content/uploads/2013/10/PD-

White-Paper.pdf