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Professional development describes the stages or process oflearning and advancing academically and experience-wise to earnprofessional credentials. The merits are highlighted in elements suchas academic degrees to formal coursework, conferences and informallearning and informal education opportunities situated in practice.Various teams run the district professional development plans thatare designed to aid students in achieving individual or academicgoals and that they maintain an effort towards the success of theseachievements.The most influential individual positions in the setup areheldby the District Officer (DEO). The DEO plays the role ofensuring that the schools in the districts arein full supply of the essentialfacilities necessary for smooth learning. The DEO acts as a conduitto the public through which the Ministry of can localizetheir education programs.


LexingtonCounty School District One is held accountable for administratingwithin its geographical jurisdictions to satisfy the mission ofproper learning in schools in the area. To accomplish this, thedistrict statutes as per the vision and subsequent mission statementsdescribe the key roles of the system within the following parameters

Theprograms set forth by the district ensure maintenance of high-leveldiscipline in followingschools, which aligns considerably with the majority of institution’smissions. The communityconfers punishment on students and schools which do not conform tostandardized rules in the district’s jurisdiction. Further, schoolsgetallthe resources that they need, inclusive of learning materials such astextbooks as well as revision materials which help boost student’sperformances. Through these steps, the district fulfills itsmission’s subject to performance levels. Noteworthy, personnelinvolved in vision structuring the following team of officials fromthe district’s administration include

• Boardof members

• Thecurriculum directors of various subjects

• Thesuperintendent

Theboard creates incentives for the curriculum directors who aresignificantlyresponsible for vision formulation while considering student needs.These persons are responsible for constructing rules and regulationswhich structure the education systems in a district. Adherence to thecode ensures that students remain focused on primary academic targetsas they remain vigilant of the disciplinary rules. Further, teachersare covered with this scope while focusing on issues such asattendance which is crucial for syllabus completion. The cited boardof directors has the power to make plans and set rules. Their aim isto highlight qualities in students and teachers that enhanceperformance through working smart. Further, accountability isadvocatedon all stakeholders who ensure that the processes in the system rununhampered (Reeves, 2012).


Thedistrict focuses on learning strategies which are the key to betterperformance they also prepare strategic programs and plansscientifically. The concept implies that they think and evaluateissues through methods such as research before initiating them ormaking decisions (Laurillard,2013).Further, the technique improvises and includes creativity as acomponent to learning while engaging in the set curriculumactivities. It increases communication skill, it improvescommunication among the students, and it also helps the students toopen up, overcome teacher-phobias and consult the teachers. Theconcept has been noted to nurture performance as students build upknowledge systematically.

Teachersworkshop is another mechanism, with which tutors are helped toidentify with their profession, consult on teaching issues and shareexperiences. Noteworthy, they meetwith their counterparts from other schools and districts and allowedsystematic interaction for professional purposes. Further,stratagiess to ensure that they too can proceed with learning are inplace such that they can reach degree up to Ph.D. levels while atwork which ensuresup to date teaching mechanisms (Laurillard,2013).There areseveral agendasset in motion to accomplish the set goals including high-leveldiscipline and provision of facilities that will help students learn.These services include infrastructure building of libraries,provision of learning materials, creating a conducive environment forstudents with erudition challenges. Learning is a dynamic concept.However,the systems in place have failed to recognize this as they adoptancient theories of education today (Danielewicz,2014).Therefore, rather than setting up students to succeed in life, theyexpose them demotivating concepts like standardized tests which arecontemporary viewed as measures of success (Reeves, 2012).


Theresources are allocated in the most equitable way so as to ensurethat everybody benefits. The funds will help the students as everyonewill have access to the resources. Themove, therefore, meansthat professional development is more of a good performance. Thesystem maintains communication at all levels of the organization asit purposes at continuous improvement. The mechanics of this fail torecognize the value of the human input and the limitations that guidethe level of information(Reeves, 2012). From the above highlights, the system functionsasacapablesystem but fail to account for changing factors like fatigue.


Thesystem of curriculum highlights that the academia is essentialhowever, it should also involve other activities apart from classwork. Significantly, these includesports, music, drama, and cultural events.Such activities encourage and promote talents while offeringplatforms for discovering the said talents (Danielewicz,2014).Frequent and continuous evaluative tests are fosteredin these institutions as they help in preparation of course tests.Further, underrating is encouraged as concepts are attacked frommultiple perspectives and therefore discouraging mechanical cramming(Reeves, 2012). There is advocacy forlicensesso as to have verified person teaching and holding important roles inthe criticalsector. Despitethe fuzz, implementation, and utilization of the plans the move isfar from perfect citing numerous loopholes.Further, students and teachers alike are not euphoric to theprocesses of learning as expected (Reeves, 2012).


Theuse of technology has been integrated significantly into LexingtonOne District as graduates are geared to develop digital, and attainmedia fluency through activities like research. These measures helpin nurturing innovativeness and provide essential knowledge andinformation necessary for learning (Moore,2013).Modern technology has enhanced learning such as the continuous use ofeBooks and subsequent eLearning mechanisms for class work andassignments (Arends,2014).The district has proceeded to offer computers for schoolwork toinstitutions within Lexington One. Studentsare unable to study contemporary and useful concepts as efficientlyas old and relatively irrelevant ideas. The issue is due to theechoing of the idea of irreverent information as well as outdatedinformation,(Reeves, 2012). Further, use of hand gadgets has limits withininstitutional premises which are counterproductive for the most part.


Principalsare responsible for the working of institutions and activelyencourage teachers to take classes and coagulate time for students.Further, they encourage participation time in classes as it allowsstudents to nurture their ideas comprehensively. Also, theyaccommodate pursue of grants in fields such as those involved inthinking green or technology (Danielewicz,2014).Comprehensiveteacher lesson plans should guide thishowever, teachers have become demotivated such that they have lowexpectations despite the write-ups they provide (Reeves, 2012).


Subsequentschools in Lexington One are capable of hosting their professionaldevelopment agenda as they function as systematic organizationsgeared towards set objectives (Reeves, 2012). Further, they sometimeshave personalized website where information regarding them can existthis includes their visions, principles, andvalues as well as their mission. Log in Windowsis used to allow access to privileged information to the students orstaff. Study and revision content can sometimes be posted here onplatforms such as virtual blackboards. Noteworthy, this is a greatexemplification of the process of systematic planning fromdevelopment, through to implementation as there is evidence ofactualization of sad visions (Reeves, 2012). Further, schools withprofessional development agenda align them to the visionof the district plansas well as their own.


Thecontexts of the district and schools in respect to professionaldevelopment agendas have similar evaluation measures. Noteworthy,observation of changes as affectedby the various missions, visions and plansas highlighted in the manifestos. Despite having depolarized standardtests, they are essential tools of evaluation in regards tosuccessful implementation of policiesin regards to teacher and student performances (Arends,2014).Interviews conducted on the stakeholders can also yield valuableinformation capable of acting as assessment material for theeffectiveness of the agendas (Reeves, 2012). Noteworthy, the paperhighlights criticalinfrastructure set up to promote education in schools the followingis a prototype of the flow of Lexington One professional development.

Diagram1. Sample professional development flow at Lexington One District.


Arends,R. (2014).&nbspLearningto teach.McGraw-Hill Higher .

Danielewicz,J. (2014).&nbspTeachingselves: Identity, pedagogy, and teacher education.SUNY Press.

Laurillard,D. (2013).&nbspTeachingas a design science: Building pedagogical patterns for learning andtechnology.Routledge.

Moore,M. G. (Ed.). (2013).&nbspHandbookof distance education.Routledge.

Reeves,D. B. (2012).&nbspTransformingprofessional development into student results.Ascd.