IU Indianapolis ScholarWorks :: Browsing by Subject "Professional development"

Browsing by Subject "Professional development"

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Approaches to effective pedagogy coaching in diverse settings: Challenges and opportunities
(2009) Teemant, Annela; Tyra, Serena; Vogt, Lynn
Professional development models that promote teacher use of research-based practices for diverse learners is a growing concern, especially among school populations that are increasingly diverse in terms of language, cultural, and economic status. This paper describes how the Standards for Effective Pedagogy, promoted by the Center for Research on Education, Diversity & Excellence (CREDE), are being used as the focus of coaching with public school teachers in various national and international settings. Two case studies are detailed, highlighting different contexts, aims, and models for coaching. Implications are presented based on the successes and challenges associated with these coaching models for improving teacher use of the Standards for Effective Pedagogy.
Business of Medicine: Developing Leaders in Academic Medicine and Learning Health Systems
(Dove Press, 2024-06-24) Sotto-Santiago, Sylk; Neal, Chemen; Caudill, Darren; Gist, Amanda; Eastwick, Susannah; Palmer, Megan M.; Geraci, Mark W.; Aronoff, David M.; Medicine, School of Medicine
Purpose: To develop healthcare professionals as clinical leaders in academic medicine and learning health system; and uncover organizational barriers, as well as pathways and practices to facilitate career growth and professional fulfillment. Methods: The Department of Medicine strategic plan efforts prompted the development of a business of medicine program informed by a needs assessment and realignment between academic departments and the healthcare system. The business of medicine leadership program launched in 2017. This descriptive case study presents its 5th year evaluation. Competencies were included from the Physician MBA program and from specific departmental needs and goals. Results: The program hosted a total of 102 clinical faculty. We had a 37% response rate of those retained at Indiana University School of Medicine. Overall, responses conveyed a positive experience in the course. Over 80% of participants felt that they gained skills in professional reflection, professional socialization, goal orientation, critical thinking, and commitment to profession. Financial literacy was overwhelmingly the skill that was reported to be the most valuable. Finance and accounting were mentioned as the most difficult concepts to understand. Familiar concepts included communication, LEAN, and wellness related topics. One hundred percent of participants said they are utilizing the skills gained in this program in their current role and that they would recommend the course to others. Conclusion: Business of medicine courses are more common now with programs describing elements informed by health system operations. However, few programs incorporate aspects of wellness, equity, diversity, inclusion, and health equity. Our program makes the case for multiple ways to develop inclusive leaders through a focused five-month program. It also recognizes that to really impact the learning health system, health professionals need leadership development and leaders suited to work alongside career administrators, all aiming towards a common goal of equitable patient-centered care.
Creating a Professional Development Plan for a Simulation Consortium
(Elsevier, 2013-06) Jeffries, Pamela R.; Battin, Jim; Franklin, Michelle; Savage, Rhonda; Yowler, Hollace; Sims, Caroline; Hall, Tamara; Eisert, Shelly; Lauber, Cynthia; Brown, Stephanie; Werskey, Karen; Bartlett Ellis, Rebecca J.; Everage, Terri; Dorsey, Laurie; School of Nursing
As the United States struggles with health care reform and a nursing education system that inadequately prepares students for practice, dramatic advances in educational technology signal opportunities for both academic and practicing nurses to affect our profession as never before. Simulation technologies provide large and small institutions with the means to educate health care students and novice professionals effectively and efficiently through hands-on experience, but the costs of such a venture can be prohibitive. A simulation consortium offers a venue for different health care and educational institutions with shared goals to pool knowledge, monies, and labor toward health care education throughout a geographic area. This article details one Midwestern U.S. region's work in creating a professional development plan for a new simulation consortium.
Effects of ESL Instructional Coaching on Secondary Teacher Use of Sociocultural Instructional Practices
(Indiana Teachers of English to Speakers of Other Languages, 2015-10-29) Teemant, Annela; Cen, Yuhao; Wilson, Amy
This longitudinal and descriptive quantitative study investigates the efficacy of an English as a Second Language (ESL) instructional coaching intervention with urban secondary teachers (N = 22). Coached teachers participated in a 30-hour workshop and then six cycles of coaching targeting use of five research-based sociocultural principles of (language) learning called the Standards for Effective Pedagogy. Findings demonstrate instructional coaching led to unique and statistically significant (a) pedagogical transformation and (b) patterns of development for STEM and non-STEM secondary teachers. Implications for improving the professional development model for STEM teachers are discussed.
The effects of higher order thinking on student achievement and English proficiency
(Indiana Teachers of English to Speakers of Other Languages, 2016-11-11) Teemant, Annela; Hausman, Charles S.; Kigamwa, James Chamwada
This quantitative study investigates the effect of urban teacher (N = 18) use of higher order thinking on language arts achievement and English development. Using Bloom’s six level hierarchy of higher order thinking, teachers were designated as high (levels 3 to 6) or low (levels 1 or 2) users of higher order thinking. Findings demonstrate statistically significant gains in coached teachers use of higher order thinking, and simultaneous gains in their students language arts achievement. Regardless of the coaching status of their teachers, when teachers used higher order thinking, their students made significant gains in both language arts achievement and English proficiency. Implications point to the value of increasing, not decreasing, the level of cognitive challenge when teaching culturally, linguistically, and economically diverse students.
Fundamentals of Mentoring: Three Steps to a Mentee-Driven Relationship
(Association of American Medical Colleges, 2016-08-26) Welch, Julie L.; Emergency Medicine, School of Medicine
Introduction: Mentoring in academia is considered a fundamental element of career choice, satisfaction, and productivity. While there is an expectation that trainees and junior faculty will have a mentor, there is no standard practice for training or establishing mentoring relationships. This mentoring workshop is designed to help leaders in academic medicine train mentees. This workshop is built around the fundamental belief that training the mentee to be proactive, take ownership, and drive the relationship will not only jump-start the mentoring process but also cultivate a more sustainable mentoring relationship. Methods: The materials for this workshop include instructor and participant resources to facilitate self-reflection and group discussion. Tools include a mentee needs self-assessment and a mentoring network map. Results: Implementation of the workshop was successfully carried out in a residency program with 21 interns in their first year of training. Participants believed the workshop was appropriate for their needs and provided useful knowledge and tools to enhance their mentoring relationships. Discussion: This workshop is the first session in a mentoring training series designed to provide ongoing mentoring training, resources, and tools to encourage both the mentor and the mentee to cultivate a productive relationship.
Independent investigator incubator (I3): a comprehensive mentorship program to jumpstart productive research careers for junior faculty
(Biomed Central, 2018-08-06) Spence, John Paul; Buddenbaum, Jennifer L.; Bice, Paula J.; Welch, Julie L.; Carroll, Aaron E.; Pediatrics, School of Medicine
BACKGROUND: In the highly competitive environment of academic medicine, junior faculty investigators face high attrition rates due to challenges in finding effective mentorship, securing grant funding, and obtaining resources to support their career development and research productivity. The purpose of this study was to describe the centralized, cost-sharing design of the Independent Investigator Incubator (I3) program as a novel approach to junior faculty mentoring and to evaluate quantitative outcomes for program improvement. METHODS: In September 2014, the I3 pilot program, a comprehensive mentorship program targeting junior faculty pursuing research careers, was launched. Participants included junior faculty during the crucial first three years of their research careers or during their transition from career development awards to more independent research. Following initial screening, the I3 mentees were paired with a senior faculty "super-mentor" with expertise in either basic science or clinical research. Mentees were provided with robust traditional one-on-one mentoring, targeted feedback from a super-mentor review committee, as well as biostatistician and grant writing support. To assess the effectiveness of the I3 program, we tracked outcome measures via baseline and 12-month mentee surveys. Data collected assessed program diversity, mentee self-assessments, evaluation of the mentoring relationship, scholarship and productivity metrics. Raw data were analyzed using a paired t-test in Excel (P < 0.05). RESULTS: Results of the baseline mentee self-assessment survey found that the I3 mentees indicated common "perceive deficits" including navigating the organizational and institutional culture, clear direction in achieving promotion and tenure, among others. When baseline mentee survey responses were compared to 12-month responses, we identified strong "perceived growth" in categories, such as Research and Interpersonal Skills and Career Development Skills. Further, productivity metrics at 12-months revealed that roughly 80% of I3 mentees successfully published a manuscript(s). The I3 program has helped generate roughly $12.1 million dollars in investigator-initiated funding after two years in the program. CONCLUSION: The I3 program allows for shared costs between institutions and increased availability of successful subject matter experts. Study results imply that the I3 mentoring program provides transformative mentorship for junior faculty. Using our findings, we developed courses and an annual "snapshot" of mentee performance for mentors.
Insights Gained into the Use of Individual Development Plans as a Framework for Mentoring NIH Postbaccalaureate Research Education Program (PREP) Trainees
(American Chemical Society, 2022) Hardy, Tabitha M.; Hansen, Michele J.; Bahamonde, Rafael E.; Kimble-Hill, Ann C.; Biology, School of Science
This study examines the use of individual development plans (IDPs) in a structured mentoring program as an effective mechanism for reducing identity-related anxiety for underrepresented trainees and increasing their learner agency. Social cognitive theory served to provide the theoretical framework for our implementation of IDPs and our investigation of the effects of completing IDPs on trainees attaining academic goals and subsequent success in enrolling in competitive PhD programs. Results suggest that IDPs are also an effective tool that can allow faculty mentors to provide the social support necessary for trainees to persist in accomplishing their short- and long-term learning goals. Additionally, trainee self-agency, in the use of the IDP and mentoring, seemed to provide an alternative narrative to ability as a sole predictor of STEM achievement. We also found that IDPs helped foster social support networks, providing stability, predictability, and a sense of belonging. Specifically, IDPs helped foster the emotional and informational support necessary for trainees to persist, despite obstacles, as they strived to attain their learning goals.
The Promise of MOOCs: Communities of Practice and Affinity Spaces to Support Life-long Learning for Teacher-Librarians
(International Association of School Librarianship, 2014) Branch-Mueller, Jennifer L.; de Groot, Joanne; Stephens, Michael; Jones, Kyle; Salerno, Kandise; Orobio, Katherine; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
This research paper presents the findings from a final survey of those who registered in The Hyperlinked Library MOOC (Massive Open Online Course) offered by the School of Library and Information Science at San Jose State University in the fall of 2013. The survey questions analyzed deal specifically with the development of a sense of community within the MOOC. Key findings include: purpose (shared interests and shared experience), people (connecting with others – participants and instructors and those outside the MOOC), participation (reading, writing, sharing, joining, responding, etc.), pedagogy (decisions about teaching and learning in the MOOC are so critical) and platforms (spaces for collaborative learning inside (BuddyPress) and outside (social media). School library organizations should look to the power of MOOCs to connect teacher-librarians with each other and provide professional development.
Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning
(Taylor and Francis, 2021-05-27) Sherman, Brandon; Teemant, Annela; School of Education
Teacher professional development (PD) is about change. One of the most prominent lines of research on PD addresses what makes it an effective change process. This research produces critical features of effective PD, the seemingly active ingredients of teacher change that are meant to guide professionals in the design, implementation, and evaluation of PD programmes. Embedded within this research is a linear, hierarchical, causal mono-logic model that is the hallmark of Western rational thought. Rhizomatic thought, with its non-linear perspectives, offers a contrast, highlighting the unpredictable multiplicity of complex systems that embrace the emergent dynamics of becoming and hybridity. In this paper, we look at features of effective PD through a rhizomatic lens, with a focus on PD as mapping and tracing. Drawing on vignettes from two case studies from a year-long pedagogical coaching PD programme, we explore how effective features of PD can be unravelled in practice and rewoven into vibrant hybridity within real-world school contexts.

Browsing by Subject "Professional development"

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