Professional Development Plan
Transcript of Professional Development Plan
Professional Development Plan
Milton Francis [email protected]
A00164140
Ph.D. in Education
Educational Technology
Walden University
August 19, 2009
Part 1: Description of Personal and Professional Goals
Introduction
All individuals, irrespective of their station in life, have goals, whether it is
obvious or not. Having worked at the community college and high school levels for 28
years in the capacities of lecturer and classroom teacher respectively, as well as an
assistant school administrator, I have seen the need to improve learning among my
charges. The acquisition of knowledge requires transmission, and what best way to do so
in the 21st century than by the use of technology.
Professional Goals
As an educator and a PhD candidate in Education specializing in Educational
Technology, my goals will center on Walden University’s Mission Statement of the
transformation of oneself as scholar-practitioner, in order to effect a positive social
change in society. There are three main goals that will be emphasized throughout my
tenure at Walden, they are
1) To be a philosopher in the field of technology
2) To be an outstanding technology educator at the college/university level
3) To be a writer of books on technology at all reading levels.
Prior to the confirmation of my degree by Walden University, I would like to gain
experience as a Senior College Instructor in the use of technology to enhance learning. I
believe that this experience will pave the way to accomplishing my three goals in their
entirety.
Part 2:Description of Educational Background and Research Proficiency
Introduction
Milton Beresford Francis! Who is he? What are his credentials? What does he
‘bring to the table’ at Walden?
In starting, I am a 28-year veteran high school teacher who was trained in the teaching of
mathematics and the natural sciences at the secondary school level. During those years I
have taught mathematics, additional mathematics (pre-calculus), biology, chemistry, and
economics. However, mathematics and pre-calculus have been my major emphasis, as
those are the two subjects I taught the most.
During my 28 years as a teacher, I had frequent interruptions advancing my career
and at times changing my career. After obtaining my teaching certificate that qualifies me
as a teacher in Jamaica, I did an advanced certificate program in the teaching of
mathematics, thereby obtaining a Certificate in Education (Cert. Ed.). One year after
receiving that certificate, I read for an Undergraduate degree (B Sc.) in management
studies. This took me away from the classroom full time to work with the local Chamber
of Commerce as a junior manager responsible for this non-profit organization’s Junior
Achievement Program (a subsidiary of Junior Achievement Incorporated in the USA).
While I was employed in this position for four years, I did part time teaching of
mathematics to adults in the evening at an educational institution.
As if that wasn’t sufficient, I started a Masters of Business Administration (MBA)
program, specializing in Public Sector Management, three years after obtaining my
bachelors degree. Of this 48-credit program, I received 36 credits, as I had to withdraw
due to migration to the United States of America (USA). While living and working
(teaching mathematics) in this country, I decided to make another change, and so I
pursued a 36-credit program in Instructional Technology thereby receiving a Master of
Science (MS) degree with honors distinction.
Academic Coursework
Throughout my academic development I have pursued many courses in the social
and behavioral sciences. As a matter of fact, my entire undergraduate degree (BSc in
Mgnt. Stud.) is a social science degree. Some of the courses done in that program of
studies include
Introduction to Management
Introduction to Sociology
Introduction to Political Institutions
Human Resource Management
Organizational Behavior
Principles of Marketing
International Marketing
International Business Management
Business Law
Industrial Relations
Organizational Development
Government Business and Society
Economic Policy for Managers
The remaining courses in this undergraduate program were of a numerical nature:
Mathematics (Calculus), Finance, Statistics, Accounting, Economics, and Production.
Also included were technology courses.
In addition to the undergraduate social and behavioral sciences, the 36 credits that
I obtained in the MBA program of studies include
Environmental Management and Sustainable Development
Behavioral Sciences for Managers
Marketing Management
Policy Analysis, Policy Formulation and Research Methods
Operations and Project Management
Strategic Public Sector Management
Strategic Human Resource Management in the Public Sector
Public Enterprise Management
Like my undergraduate degree, the remaining courses were also of a numerical nature
(Finance, Statistics, Accounting, and Economics). In addition, there was the technology
course – Management Information System.
The social and behavioral sciences done during the advanced certification in
education program include
Educational Psychology
Argument in Education
The Role of the Teacher in Social Development
Other courses in this program were mathematics content and methods specifics,
curriculum, classroom testing and evaluation, and the practicum.
Finally, my completed master’s degree, Master of Science in Instructional
Technology (MSIT), 33.3% of which was done online, also took the social and
behavioral sciences in consideration. The courses include
Philosophy and Technology
Curriculum Design and Development
Instructional Application to the Internet
Social Studies and Technology
Mathematics and Technology
Diversity, Learning and Technology
Multimedia Authoring
Science and Technology
Language Arts and Technology
The Role of the Computer Coordinator
Research Principles and Practice (Theory)
Field Project (Practice)
Professional Presentations, Seminars, and Workshops
Apart from my professional presentations in my classrooms daily as a teacher, I have
made presentations at seminars and have conducted workshops. My seminar
presentations took place when I worked outside of the classroom as a junior manager.
One of the role as the Executive Director of the Junior Achievement (JA) Program was to
travel around the country (my former homeland) and conduct seminars in towns and
villages about the JA Program. It was more of a marketing strategy to high school
principals, teachers, and students about the program, with a few of them coming on
board. I would say that I was near 100% successful, as most of the schools became a part
of the program. In addition to trying to captivate the education audience, I had to conduct
workshops for business executives in corporations, as they were expected to be paired
with the schools.
However, in recent times, my workshops have not been about business, but about the use
of technology in schools by teachers. Being the technology coordinator of my school, I
staged workshops on Professional Development (PD) days, and sometimes after school,
getting teachers to be partners with technology in education.
Volunteer Activities
Volunteerism has been the hallmark of many of my successes. While being
trained as a high school teacher, I was a member of the college’s Key Club (an affiliate of
the Kiwanis Club International). I volunteered in service activities then, like attending to
the elderly by giving the men haircut, shaving their beards, giving manicures and
pedicures, among other things. While studying for my undergraduate degree, I again
became a member of the Key Club and participated in several off campus activities. I
volunteered at church by visiting the sick in hospital and encouraging them with cheerful
words.
Prior Experience Designing and Executing Research
My experience in Research Design and Research Execution started during my
college training years when I aspired to become a teacher. I had to prepare a Child
Development Study in partial fulfillment for my teaching certification. I surveyed
students as my main plan before implementing the study. There was no major research
done during my undergraduate years, except short papers in individual courses.
My graduate studies saw me involved with a great deal of research work. The two
main ones are in the completed MSIT program and the incomplete MBA program. The
former was a research in mathematics (please see the Field Project in the link of the
MSIT portfolio in the next sub-heading ), and the latter was a research in educational
administration (please see the link below)
http://milton2multimedia1project.googlepages.com/uwimbaresearchpaper
Publication and other Writing Experiences
Unfortunately, I have no publications except for my writings posted to the
Internet, like the link above and my MSIT portfolio at the link below, using the password
‘gradstudent’ http://www.taskstream.com/main/?/francis13/NYITMSITportfolio.html
Teaching Assignments
This is the same as mentioned in my Introduction above. Additionally, I was a
vice principal (assistant principal) of a high school in Jamaica before migrating to the
USA.
Professional Training
In addition to the professional training received over the years, as mentioned in
my Introduction above, I received training in a timely fashion in mathematics technology
(Texas Instrument – TI). One of these training has allowed me to be a T 3 Instructor,
where I am expected to train mathematics teachers in the use of the graphing calculator.
Academic Strengths and Weaknesses
Academically, my numeracy and technology skills are excellent. I try to excel in
Research and Development (R&D). I have good writing skills, but I am not strong with
my synonyms. After unofficially analyzing myself academically, I have noticed that I am
a late developer. In my teachers’ college years, my GPA was low ( below 3.00 ).
However, it has increased gradually over the years, and I am happy to say that I am a
4.00 student at the completion of my master’s degree in 2007.
Research Strengths and Weaknesses
My Research skills in many areas are strong, especially in statistics and statistical
analysis. My interpretation skills are not bad, and I can evaluate and draw conclusions
appropriately. However, my weakest area of research is in the formulation of questions
for surveys. I can formulate questions for interviews, but I am not good at putting those
questions on paper. I find that rather strange.
Availability of Library, Reference, and Informational Technology Resources
These resources are readily available to me and I, not only have access to them
but, know how to utilize their services. On the other hand, however, I do not have any
available library source (books, journals, etc.) nor do I have any reference. With respect
to Informational Technology ( I.T.), I have a few websites of my own, the main one is
http://technologistmiltonbfrancis.htmlplanet.com
Part 3: Plan of Study (The Curriculum Plan) and Program of Study (POS) Form
The professional goals outlined in Part I of the plan, explains my aspiration as a
Walden scholar. In achieving these goals, I intend to pursue my coursework, as required,
for my doctoral specialization in educational technology. In this pursuit, I hope to
earmark social change, part of the motto of Walden University, as the cornerstone of my
academic development. As an instructional technologist, leaning towards becoming a
technology scholar, my focus will center a lot on the continuous improvement of
technology, in particular, educational technology.
During my tenure at Walden, research will play a major role in my development.
The Walden doctorate will provide the gateway for this research coupled with scholarly
writing. The assignments of the Knowledge Area Modules (KAMs) will be one of the
ventures to accomplishing these ‘scholarly tasks’. I will be writing two of three core
KAMS, as I have received Transfer of Credit (TOC) for one KAM. I hope to complete
both KAMs in less than two years, simultaneously working on other coursework
disciplines. I have chosen to write the KAMs in the order outlined in my Program of
Study (POS). My first KAM topic will begin with Principles of Human Development.
Core Knowledge Area Module II: Principles of Human Development
My first KAM relates to the development of humans and the attitude displayed
towards change. Human effect on change is crucial to both people and societal
development. The two entities are reciprocated. This KAM seeks to provide a solution to
the change strategies which plague the human factor. There may not be an immediate
remedy to the problem, but the solution will take effect in a timely manner. My focus in
this KAM is on the effect that educational technology has on human development.
Understanding the breadth of human development serves as a foundation in addressing
the educational technology challenges that face today’s work environments. The theories
that I choose to review includes the behavioral, cognitive, constructivism, and
motivation. These were founded by theorists Jean Piaget (the father of child psychology),
John Dewey (learning theory), Howard Gardner (multiple intelligence theory), Erik
Erikson (8 stages of psychosocial development), Fredrick Herzberg and Victor Vroom
(Motivational Theories), among others.
In the depth section of this KAM, I am reviewing how educational technology affects the
human mind, thereby causing human development that has a positive impact on society.
In addition to the theorists mentioned in the breadth, the International Society for
Technology in Education (ISTE) and the International Technology Education Association
(ITEA) will also play important roles in my research in this component. Integrating my
depth research into my instructional technology practice at the workplace, will provide
the means to couple theory and research and translate them into practice. Having done
this, I will be able to identify a problem or an issue that is relevant, with the hope of
achieving success in this venture. Currently, I am thinking of designing a technology
based program and describe its impact on helping high school seniors transitioning from
school to college.
Core Knowledge Area Module III: Principles of Social Systems
This, my second and final KAM, focuses on social systems and how they relate to
change, as well as how these systems can be analyzed and affect each other. Acquiring a
comprehensive knowledge of these systems is beneficial, as this will allow for the
understanding of the nature of the change to be effected. The social systems; which
involves the economic system, the legal system, the political system, and the cultural
system, among others; form social structures within a society. These structures, in turn,
form relationships with each other. My focus in this KAM is on the effect that
educational technology has on social systems. Like the human development,
understanding the breadth of social systems serves as a foundation in addressing the
educational technology challenges that face today’s work environments. The theorists
that I choose to review includes Emile Durkheim (the breakdown of social norms and the
impersonality of social life), Max Weber (founder of the modern study of sociology), and
Karl Marx (Marxism Theory – class conflict).
In the depth section of this KAM, I am reviewing how the educational technology system
impacts the social systems, thereby causing a positive effect. In addition to the theorists
mentioned in the breadth, the works of American historian of science Debora Hammond
(thinking about the complex systems) will also be reviewed in this component. Mixing
my depth research with my instructional technology practice at the worksite, will provide
the means to combine theory and research and translate them into practice. The
application component of this KAM allows me the opportunity to practice my knowledge
of the wider social systems by solving a problem or resolving an issue specifically geared
to the educational technology system, with a view of the mutual impact they have on
each other.
My Program of Study
I have designed a Program of Study (POS) for completion in 4 years, which
allows me 9 months to complete each of my two KAMs, each of my three core research
courses will be done in one quarter, each of my advanced courses (Ed. Tech
specialization) will also be done in one quarter, and my advanced research course will be
done in one quarter also. I plan to complete my dissertation over a 12-month (4 quarters)
period. This time period also includes two 4-day and two 6-day residencies to achieve the
20 residency units required for the doctoral degree. My wish is to complete this degree in
a shorter time period, but I believe that this is a more realistic goal and my time will be
dedicated to accomplish this task by spring of 2013.
I have resubmitted my revised POS form separately as I transmit this completed
PDP 3. (Please disregard the POS submitted in week 7).