Professionalism, Teacher Efficacy And Standards Based Education

The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing

The “most critical elements of teacher professionalism can be classified into three categories: attitude, behavior, and communication” (Kramer, 2003). Other aspects of professionalism are punctuality, engaging with other teachers, respect, and appearance. A classroom where the teacher is badmouthing the school and staff that is not a good attitude for a teacher. It is important to “respect colleagues as fellow professionals and maintaining civility” (MCEE, 2015). When the teachers are in the breakroom talking about oh you got Johnny in your class well, he is a bad student. That displays a terrible attitude towards the students. Teacher’s need to model positive behavior for students, in the classroom there will be modeling of positive behavior for the students. Teachers need to “respect students by taking into account their age, gender, culture, setting and socioeconomic context” (MCEE, 2015). When teachers are talking, they need to “maintain appropriate confidentiality with respect to student information disclosed by or to parents/guardians unless required by law” (MCEE, 2015). It is very easy for anyone to eavesdrop on a conversation that was not intended for them. Then if a parent hears because they are friends with another staff, it gets out of control. Then before a teacher knows, they are in the principal’s office with a furious parent. Teachers are developing the mindset of students, and they need to have the professionalism to model in the right

According to Jaiana and Whitford (2011) No Child Left Behind outlined a provision to acquire teachers of high quality to deliver instruction. Likewise, the National Board for Professional Teaching Standards contends the best way to improve schools and to impact student learning is to strengthen teaching. Successively, the National Board for Professional Teaching Standards (NBPTS) was established in 1987 (NBPTS, 2013). The NBPTS is a nonprofit nonpartisan organization, with a 63 member board of directors, consisting mostly of teachers. The key role of NBPTS is to improve schools by strengthening teaching through a three part mission: high and rigorous standards for what accomplished teachers should know and be able to do, to develop and operate

The past decade has been hard on teachers, especially in 2002, when President George W. Bush’s No Child Left Behind went into effect. This brought about yearly testing from 3rd grade to 8th grade. If every child was not “proficient” and was “left behind” by the the education system then the school would be subject to sanctions. The worst

Teachers today face a number of challenges that contribute to a lack of job satisfaction, leaving schools for other professions that are more lucrative, low comparative compensation, and poor working conditions:

In response to the general questions at the beginning of the questionnaire that were intended as straightforward factual questions to slide the subjects gently into discussion, it was shown that there is a breadth of teaching experience as expected. The minimum length of time teaching was five years and the longest was thirty-eight years. However, because two of the respondents had been employed in careers other than teaching the length of service did not mirror the age profile. This is significant in that this is an established team who has previously worked through many changes together. There was a range of responsibilities in terms of both subject expertise and responsibilities in terms of pay scale i.e. there were responses from teachers on the main pay scale, upper scale and from teachers with teaching and learning responsibility points.

The concern for teachers was that they did not have adequate training and their professional life on a whole was unacceptable (Gardner, Larsen, Baker, Campbell, & Crosby, 1983, Kottkamp, Provenzo, & Cohn, 1986, Heynes,

Working in education has provided me with opportunities to explore the concept of professionalism which is often not well-defined, conceptually or methodologically but is usually distinct from technical ability. Similar to the jury service I believe having peers on the professional committees helps to demonstrate transparency and fairness.

There is a consensus among the concerned stakeholders that the quality of teachers is the leading factor in determination of student performance. In the case of United States, the student performance can only be given an impetus by the efforts which the state can make, under all costs, to develop and retain high quality teachers. The measures undertaken determine the level of turnover of the school teachers. Lazear (2009) similarly argues the length of employment is a critical factor in averse risks of employment a trend contrary to teachers treatment. The turnover of public school teachers will refer to the rate at which the state, which is the teacher’s

Kola and Sunday (2015) reviewed the controversy surrounding the qualification of teachers and its impact on students’ academic achievement. They used the following indicators to measure teachers’ qualification: formal education, experience, subject matter knowledge, pedagogy studies, duration of training, certificate/licensing and professional development. Even though their review of different opinions on the relationship between these indicators and students’ academic achievement portrays a lack of consensus among authors, there is agreement that subject matter knowledge, pedagogy studies, professional development and years of experience are fundamental and positively correlated with students’ academic achievement. Another important

For people who have a heavy influence on the engagement of young people, you would think teachers would be more engaged in their jobs. Yet nearly seven in ten are not emotionally connected to or are dissatisfied with their workplaces, according to a new Gallup Report (April 9, 2014). Teacher engagement appears to drop off within the early years of teaching. According to the report, teachers with less than a year on the job are most likely to be engaged, when thirty-five percent were enthusiastic about and committed to their jobs. The numbers continue to slip to a low of twenty-eight percent for those with between three and five years of teaching experience. ( Gallup Repor

These three articles investigate on different factors; however they share common key theme: what makes teachers to leave

The authors’ collaborative research began by exploring the future of education and the teaching profession. Through their research, they swiftly concluded a vast majority of people shared the notion that the most important factor that effects student learning is the quality of the teacher. Andy Hargreaves and Michael Fullan continued to take a closer look at how one can maximize the cumulative effect of many quality teachers over time, and the favorable lasting impact this would have on the education of students for many years to come. The ultimate goal of Professional Capital is to increase human capital or the individual teacher’s talents, skills, and capabilities. However, this human capital needs to be distributed and

For example, a teacher is semiprofession because it is not considered a dominant profession. An alternative way for teacher’s profession to elevate their status is by transforming their ways of teaching. First of all, the school system must play a significant role in elevating the status of teacher’s profession. The school system need to support the teachers by providing an extensive training for teachers that will benefit the student’s ability to learn. “They must work to prepare students for new economic realities, use new and innovative pedagogical techniques and technologies, adapt their instruction to meet students’ increasingly diverse needs, and adjust to recent policy reforms that directly affect their practice.” (Martin, Partelow, Brown, 2015) A school system must support the teachers by providing a high quality education and training to the teachers, in order to improve the teacher’s skills of

The teacher adheres to all the program guidelines and follows the program policies. The teacher demonstrates professionalism in dress, speech, and manner with students in the classroom. She participates in all the regional and program professional development activities and attends all the meetings in a timely manner. The teacher has a good command on oral and written English. She uses Google docs for attendance and tries to use technology effectively for classroom instruction.