Analyze at least two (2) challenges to achieving the objectives and propose at least two (2) ways to overcome the challenges.

Make revisions to Assignment 1 based on feedback from your professor.
Analyze at least three (3) main background characteristics of the teachers (or trainers) that will be expected to attend the workshop.
Assess the teachers’ (or trainers’) overall motivation for teaching and general approaches to teaching.
Assess at least three (3) prevalent views of the teachers (or trainers) that are expected to be at the workshop have about instructional supervision and performance evaluation and improvement.
Develop a rationale for the theory (theories) and method(s) of supervision that the workshop will incorporate. (May include more than one (1) theory and rationale.)
Develop at least five (5) objectives, using Bloom’s Taxonomy of Cognitive Objectives, for the workshop based on your philosophy, goals, and the characteristics of the teachers.
Analyze at least two (2) challenges to achieving the objectives and propose at least two (2) ways to overcome the challenges.
Provide at least three (3) relevant and credible references (published within the past five (5) years), documented according to APA, to support your views.
Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page, revision of the precious assignment, and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:

Analyze issues that instructional supervisors / leaders encounter when developing successful learning environments.
Develop a philosophy of instructional supervision to include various roles, such as agent of change within the school or district, champion of academic excellence and integrity, advocate for student success, coach and / or mentor for teacher performance improvement, and mentor for career and professional development of teachers within the context of adult learning needs and priorities.
Analyze basic concepts, principles, theories, and skills of instructional supervision and leadership.
Recommend methods and a rationale for applying various models, steps, and tools available to supervisors and / or teachers in leadership roles to use in observation, mentoring, peer coaching, evaluation, and / or intervention processes to improve teaching and learning.
Design a professional development workshop for instructional supervisors / leaders.
Use technology and information resources to research issues in instructional supervision and leadership.
Write clearly and concisely about instructional supervision and leadership using proper writing mechanics.