D182, The Reflective Practitioner, Task 3

OHM2 Task Three: Targeting Professional Learning Introduction I am a first-grade teacher in a small Title 1 school within a small district. The class consists of 20 students, 8 boys and 12 girls—16 of them being English Language Learners. ELLs get pulled out throughout the day for LEP resources. Native languages spoken in the classroom are English, Spanish, and Russian. Ages range from 6-8. Many students read and write below grade level. Engage New York is the curriculum used for mathematics and ELA. Implementing EBPS Implementing Evidence-Based Practices is integrating approaches to teaching that have been supported by extensive research. The IRIS Center compared the reasons for educational professionals using EBPs as being similar to why doctors use EBPs to treat medical conditions. Most people would choose a treatment that has gone through rigorous research, worked for most people and is rated as very effective, rather than a treatment that has been used once or twice (The IRIS Center, 2014, p.2). Using EBPs in teaching to achieve growth goals is beneficial because lessons and goal setting are more purposeful, and credible sources have been shown to increase student outcomes and meet learner needs because the practices are supported with research and data. Types of Professional Development Teaching is everchanging as factors such as technologies, demographics, instructional strategies, classroom and behavior management strategies continue to evolve. As an educator it is important to stay up to date by continuing professional development. Three types of professional development that would help me incorporate EBPs into my instructional routines include webinars (online conference or seminar), professional learning communities (team of educators