Pollard Building Professionalism

Work done by the professional is usually distinguished by its reference to a framework of fundamental concepts linked with experience rather than by impromptu reaction to events or the application of laid down procedures. Such a high level of distinctive competence reflects the skilful application of specialised education, training and experience. This should by accompanied by a sense of responsibility and an acceptance of recognised standards.

Blatchford (2013) identifies that regarding professional conduct, a teacher is expected to show high standards, uphold public trust, act within the statutory frameworks, and have a proper and professional regard for ethos, policies and practices

Avis et al (2010) state that historically, only occupations such as Doctors, Solicitors, the Clergy and Bank Managers were worthy of the title of being called a “Professional”. However they go on to say that this has changed over time to the point whereby much more diverse groups are describing themselves within the category of being professional to the point that the term becomes meaningless. That said, they do agree that a professional should hold a set of specific skills and knowledge that are gained through a certain amount of training and “should be used for the benefit of society”. Teachers, lecturers and trainers clearly fit within this remit. Scales (2008) lists professionalism as one of the traits of an effective teacher. He goes on the say that professionalism is multi-faceted, citing the way teachers behave, look, the way interact with their students, how they talk and how they prepare and plan their work all form what he believes makes a professional.

As a governing body for the school districts the expectation of professionalism is mandatory. Professionalism encompasses the characteristics of accountability, promise keeping, trustworthiness, objectivity and responsibility all of which should be exemplified by all employees (Kleiner, 1997). Professionalism is not only distinguished in the level of competency an employee possesses, but also in the manner in which they conduct themselves as representatives of the organization.

A profession may be defined as an occupation in which the members use their acquired knowledge and experience to solve some problems that may be faced within the society. From this definition, it is seen that different elements need to be satisfied to a trade to be considered as a profession. Professions provide vital and unique services to the different constituencies that they serve. The provision of service is based on acquired knowledge and experience meaning that professionals apply their acquired knowledge and experience in provision of the services. Professionals are expected to act in an ethical manner, to help them earn the trust and respect of the society. Through this, the society will grant the professionals the independence

(Olkers, Gibbs & Duncan, 2007:45). Professionalism relates to the communication between the practitioner and the patient, provided that the practitioner responds to both personal and clinical demands. (HCPC, 2014:37). It is also associated with appropriate behaviour, ethical attitudes, ((HCPC, 2014:37) “interpersonal competence and commitment to life long learning”. (Olkers, Gibbs & Duncan, 2007:45).

professional or to have professionalism you need to know what it is about and how to

A professional philosophy is vital for any practitioner working with individuals, in order to, as stated by Poczwardowski, Sherman and Henschen (1998), “act as a driving force behind the technical aspects of the consulting process” (Poczwardowsku, Sherman & Ravizza, 2004, p. 446). An individual’s professional philosophy often involves a statement which incorporates the professional’s values and beliefs which, ultimately, impact how they work. The aim of a professional philosophy is to help validate and influence how to help and assist others to develop and achieve their own personal goals (Freitag, 2011). Freitag (2011) also states that a professional philosophy helps bring congruency between who the professional is as an individual and what they aim to do in their role. The concept of a professional philosophy has been adopted into many different fields of practice, and has been integrated into specific parts of jobs within the education setting (Goodman, 1988; Astin, 2012) and the healthcare profession (Schank, Weis & Ancona, 1996; Meehan, 2012). The concept of professional philosophy, in more recent times, has been modified by Poczwardowsku, Sherman and Ravizza (2004) who conceptualised the idea within a sporting setting. An individual’s professional philosophy must be grounded into one of the main theoretical paradigms. (Poczwardowsku,

Although accountability is not the main focus of this text, there is a correlation between accountability and professionalism. According to

LO,1. Demonstrate a systematic and critical understanding of the concept of professionalism; the range of roles and responsibilities, both across the sector and in relation to own subject teaching and the impact of each.

As alluded to in the previous section, professionalism and what it is that technically constitutes a ‘profession’ as opposed to merely an occupation, and what it means to be ‘professional’ has long been in debate. Millerson (1964) compiled a list of characteristics that members of a ‘profession’ should have – these included skills based on theoretical knowledge, education and training, a code of professional conduct and a powerful professional organisation. On this basis, Avis (2006) contends that teachers have never been professionals, merely paid workers. He compares teaching with the

According to the Merriam Webster dictionary professionalism is “the conduct, aims, or qualities that characterize or mark a profession or a professional person”. It encompasses various values and behaviors which include ethics, reliability, dependability, the ability to work with others, and a commitment to lifelong learning.

What gives workers the creditabilty to be called a professional in their field? Professionalism skills are characterized by our inward character, the conduct we show, as well as the picture we anticipate. It is about great administrations as well as a sharp regard for others' rights. Employers reveal to us that these are the qualities that plays a major role in achievement in a working environment, which is are regularly viewed as essential than the "expertise of the business." In addition, they need labourers who can coexist with others, are straightforward, touch base at work on time, have high moral benchmarks and great relational abilities. From the point of view of others, it is this collection of characteristics that portray a significant as a true professional expert in their field.

This argument analysis will be examining the article Professionalism, Teacher Efficacy and Standards-Based Education . The article examines and explains the consequences of organizing teaching in a blue-collar manner rather than as a professional endeavor. Overall, the article argues the reality of teaching profession not as the significant driver of educational innovation, research and policy; but it is the educators who end up shouldering most of the blame. It focuses mainly on professionalizing teaching as one of the important reasons to systematically engage in collaborative practices and using data to build efficacy. This analysis identifies the main assertions, the comparisons and evidences used to support these claims and the key perspectives. Sagor enumerates the key differences between professional and blue-collar pursuits and the optimistic implications of action research to the school improvement process. Finally, the assumptions underlying the article as are analyzed.

The professional tasks in the modern day society are more and more complex and they play an increased role in the attainment of the personal and professional goals. At the personal level, the completion of the professional tasks ensures that the individual will receive the salary on which to attain their personal scopes, but could also be presented with other gains that might fulfill them personally, such as recognition among the peers.