Professional Development Dr. M. Mozahar Ali Professor, Agril Extnension GTI-BAU, Mymensingh

Professionalism is believing passionately in what you do, never compromising your standards and values, and caring about your clients, your people, and your own career. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Never Compromise: standards values Caring about: your clients your people, and your own career

Professional Development Professional Development is usually defined in terms of the skills and knowledge that professionals need to operate.  Professionalism is less a state to be attained, than a continual process of learning and re- evaluation.  Professionals, in whatever role, constantly re-examine and improve their own practice.

Professional Development One might say that there is a set of skills and behaviours that enable people to become and stay professional.  Central to these is the willingness and ability to be constructively self-critical and reflective. All staff of University are encouraged to develop a professional attitude to their work. Workshops and programs of study, can provide a framework for professional development, but actual development takes place within the work context, and tools, like reflective practice and mentoring, help individuals and groups to learn in practice.

Professional Skills

Areas of Professional Development Academic Practice Leadership Development Researcher Development Reflective Practice Mentoring and Coaching

Academic Practice Academic Practice is the term used to describe the unique combination of work undertaken by academics.  It can be divided into three broad forms: Forms of Inquiry: from scholarly examination of documents to empirical research – whether applied or pure, commissioned, individual or collaborative. Forms of Teaching: working with undergraduates, postgraduates and postdoctoral fellows in the broadest sense, e.g. planning of learning activities, assessment, supervision, advising and mentoring. Forms of Service: to the institution, the discipline, profession and larger community, e.g., chair/ member of an institutional committee, organizer of a disciplinary conference, consultant for a business or charity. McAlpine and Hopwood (2007)

Areas of activity (UK) Design and planning of learning activities and/or programs of study Teaching and/or supporting student learning Assessment and giving feedback to learners Developing effective environments and student support and guidance Integration of scholarship, research and professional activities with teaching and supporting learning Evaluation of practice and continuing professional development

Core knowledge (UK) Knowledge and understanding of: The subject material Appropriate methods for teaching and learning in the subject area and at the level of the academic program How students learn, both generally and in the subject The use of appropriate learning technologies Methods for evaluating the effectiveness of teaching The implications of quality assurance and enhancement for professional practice

Professional Values (UK) Respect for individual learners Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice Commitment to development of learning communities Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity Commitment to continuing professional development and evaluation of practice