Thaddeus Ryan Komorowski
Professional Development Planning
(reimagined)
5 key Principles
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Time / Ongoing Support: Professional development must extend beyond a single event, offering continuous opportunities for growth and reflection.
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Implementation Coaching and Support: Teachers require consistent support and coaching from both school and district leadership as they implement new strategies, such as incorporating digital portfolios.
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Active Engagement: Learning should begin with dynamic, hands-on experiences that mirror the kind of instruction we want to see in classrooms.
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Leadership Modeling / Examples: Administrators must model the practices and expectations they hope to cultivate across their campuses and provide examples to guide the creation and implementation of ePortfolios in their classrooms.
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Content-Specific Focus: After introducing the training goals, follow-up learning should be tailored to specific subject areas and grade levels for maximum relevance and impact.
Click on the image to download a PDF
Click on the image to download a PDF
Professional Learning
Fostering Collaboration: My course plan includes a week for ePortfolio introduction, creation, team collaboration, and implementation planning. Weeks 2 through 6 discussion times help foster consistent and ongoing collaboration during the teacher conference time. Additionally, there will be the option for both in-person and online meetings to allow for continuous communication and coaching.
Leaders: I will be the primary instructor of the course and will lead group discussions. Other Technology Specialists on campus will assist with mentoring and boot camps. Administration and Department Heads will be the support team during the implementation phase.
Audience and their needs: The audience will be classroom teachers who will incorporate ePortfolios into their instruction. Teachers will need materials such as access to laptops and any previously created content to create their ePortfolios. Teachers will also need time to collaborate weekly with the administrator and department during their conference period for coaching and Q&A sessions to implement ePortfolios into their instruction effectively.
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Connecting Ideas
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References
Andrews, T. M., Leonard, M. J., Colgrove, C. A., & Kalinowski, S. T. (2011). Active Learning Not
Associated with Student Learning in a Random Sample of College Biology Courses. CBE
Life Sciences Education, 10(4), 394–405. http://doi.org/10.1187/cbe.11-07-0061
Bates, A.W. (2019). Teaching in a Digital Age: Guidelines for designing teaching and learning.
https://opentextbc.ca/teachinginadigitalage/
Duarte, N. (2013). Resonate: Present visual stories that transform audiences. John Wiley & Sons.
An online media version of Resonate can be accessed for free
at http://resonate.duarte.com/#!page0
Goodwin, B. (2015). Research Says/Does Teacher Collaboration Promote Teacher Growth?
Educational Leadership, 73(4), 82–83. Retrieved
from http://www.ascd.org/publications/educational
leadership/dec15/vol73/num04/Does-Teacher-Collaboration-Promote-Teacher-
Growth%C2%A2.aspx
Gulamhussein, A. (2013). Teaching the Teachers: Effective Professional Development in an Era of
High Stakes Accountability. Center for Public Education. Retrieved
from http://www.centerforpubliceducation.org/system/files/2013
176_ProfessionalDevelopment.pdf
Instruction Partners. (2022, October 4). Seven conditions for effective professional
learning. https://instructionpartners.org/2022/10/04/seven-conditions-for-effective
professional-learning/
Texas Education Agency. (2025). Continuing professional education (CPE).
https://tea.texas.gov/texas-educators/preparation-and-continuing-education/continuing
professional-education cpe#:~:text=Continuing%20Professional%20Education
%20(CPE)%20is, must%20complete%20150%20CPE%20hours