This chapter focused on the skills necessary for competency in the field of instructional design and technology. As I read through this chapter, I reflected on what my own areas of strength and what competencies I needed to develop given my professional goals in area of special education. In addition to completing a sequence of courses and experiences, there are 12 competencies identified for Directors/supervisors of special education. They include:
| Program development and evaluation
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| Personnel staffing, supervision, and evaluation
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| Interpersonal relationships, communications, persuasion, and morale
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| Evaluation of inservice organization and management
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| Budgeting, financing, and reporting
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| Parent relationships
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My professional practice does not necessarily lend itself to instructional design and technology however, a few of the above mentioned competencies can be easily adapted to my professional role as an administrator in special education, they include:
1. Plan and monitor instructional development projects- Correspondingly, program development and evaluation is an area I identified for further development. In doing such, my focus for this year is on program design and evaluation. |
2. Demonstrate appropriate interpersonal, group process, and consulting behaviors - Interpersonal relationships, communications, persuasion, and morale are ongoing development goals. |
3. Assess learner/trainee characteristics - Evaluation of inservice organization and management. With the complexities of students we serve, I have to continue to assess and staff development in the educational process. The author in chapter 27 indicates that in the field of IDT, the competencies will continue to evolve as the field continues to change, this holds true for most professions. Given the complexities involved in special education, the standards and competencies for director/supervisor of special education are appropriately aligned with my professional role. Each year, I establish learning goals for my professional development as director/supervisor of special education. |
2 comments:
I like how you choose -Demonstrate appropriate interpersonal, group process, and consulting behaviors- I believe this should be an ongoing process that all staff should have professional developement on. Our morale is down in our school right now and I feel that some of our communication is the reasoning for it. I feel the administration should address this and make it some type of yearly positive school morale builder that we could have.
Hi, Patricia,
I agree with you about the importance of developing interpersonal and communications skills - its' critical to the success of any program, and needed at all stages. As a curriculum developer, I've functioned primarily within the design process. But the ability to communicate my ideas, relate to others' ideas, and yes, to persuade, have been skills I've used with administrators, editors, directors, and instructors. This is the part of the process that helps us iron out differences, creatively brainstorm, and clarify our common goals. Great point!
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