Briefly describe about the development works in your district whoever answer i will mark as brilliant
Answers
Answer:
Explanation:
In education, the term professional development may be used in reference to a wide variety of specialized training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness. When the term is used in education contexts without qualification, specific examples, or additional explanation, however, it may be difficult to determine precisely what “professional development” is referring to.
In practice, professional development for educators encompasses an extremely broad range of topics and formats. For example, professional-development experiences may be funded by district, school, or state budgets and programs, or they may be supported by a foundation grant or other private funding source. They may range from a one-day conference to a two-week workshop to a multiyear advanced-degree program. They may be delivered in person or online, during the school day or outside of normal school hours, and through one-on-one interactions or in group situations. And they may be led and facilitated by educators within a school or provided by outside consultants or organizations hired by a school or district. And, of course, the list of possible formats could go on.
The following are a representative selection of common professional-development topics and objectives for educators:
Furthering education and knowledge in a teacher’s subject area—e.g., learning new scientific theories, expanding knowledge of different historical periods, or learning how to teach subject-area content and concepts more effectively.
Training or mentoring in specialized teaching techniques that can be used in many different subject areas, such as differentiation (varying teaching techniques based on student learning needs and interests) or literacy strategies (techniques for improving reading and writing skills), for example.
Earning certification in a particular educational approach or program, usually from a university or other credentialing organization, such as teaching Advanced Placement courses or career and technical programs that culminate in students earning an industry-specific certification.
Developing technical, quantitative, and analytical skills that can be used to analyze student-performance data, and then use the findings to make modifications to academic programs and teaching techniques.
Learning new technological skills, such as how to use interactive whiteboards or course-management systems in ways that can improve teaching effectiveness and student performance.
Improving fundamental teaching techniques, such as how to manage a classroom effectively or frame questions in ways that elicit deeper thinking and more substantive answers from students.
Working with colleagues, such as in professional learning communities, to develop teaching skills collaboratively or create new interdisciplinary courses that are taught by teams of two or more teachers.
Developing specialized skills to better teach and support certain populations of students, such as students with learning disabilities or students who are not proficient in English.
Acquiring leadership skills, such as skills that can be used to develop and coordinate a school-improvement initiative or a community-volunteer program. For related discussions, see leadership team and shared leadership.
Pairing new and beginning teachers with more experienced “mentor teachers” or “instructional coaches” who model effective teaching strategies, expose less-experienced teachers to new ideas and skills, and provide constructive feedback and professional guidance.
Conducting action research to gain a better understanding of what’s working or not working in a school’s academic program, and then using the findings to improve educational quality and results.
Earning additional formal certifications, such as the National Board for Professional Teaching Standards certification, which requires educators to spend a considerable amount of time recording, analyzing, and reflecting on their teaching practice (many states provide incentives for teachers to obtain National Board Certification).
Attending graduate school to earn an advanced degree, such as a master’s degree or doctorate in education, educational leadership, or a specialized field of education such as literacy or technology.
Reform
In recent years, state and national policies have focused more attention on the issue of “teacher quality”—i.e., the ability of individual teachers or a teaching faculty to improve student learning and meet expected standards for performan
Answer:
DRDA has traditionally been the principal organ at the district level to oversee the implementation of anti-poverty programmes of the Ministry of Rural Development. This agency was created originally to implement the Integrated Rural Development Programme (IRDP). Subsequently the DRDAs were entrusted with number of programmes of both state and central governments. From April 1999[1]a separate DRDA Administration has been introduced to take care of the administrative costs. This aims at strengthening the DRDAs and make them more professional in managing the anti-poverty programmes and be an effective link between the ministry and the district level.
Rural development and poverty alleviation programmes are implemented on a decentralised basis, keeping in view the large geographical areas, the administrative requirements and the need to involve grassroots-level officials and the community in the implementation of the programmes. At the central level the Ministry of Rural Areas & Employment has been implementing these programmes. The Ministry is responsible for the release of central share of funds, policy formulation, overall guidance, monitoring and evaluation of the programmes. At the State level Prl Secretary, Rural Development and the Commissioner of Rural Development are overall incharge for implementation of the rural development programmes. At the District level, the programmes are implemented through the DRDAs (District Rural Development Agencies). The governing body of DRDA includes Members of Parliament (MPs), Members of Legislative Assemblies (MLAs), District level officials of Development Departments, Bankers, NGO's and representatives of weaker sections of the society. The District Collector used to be (but not always at present) the Chairman of the Governing Board. The Governing body at the district level provides guidance and directions to DRDA. The body in DRDA responsible for actual implementation is headed by an Additional District Collector.