The professional learning of educators are mulled over and introduced in the significant writing in various ways. At the same time dependably at the center of such tries is the comprehension that professional advancement is understudies learning, figuring out how to learn, and changing information into practice for the advantage of understudy development. Professional learning is expected to guide applicable and important expert learning open door which is crucial to the professional growth of all teachers. Professional growth is a process that takes time for an individually to develop fully. It is gradual and constantly needs one to identify the areas they went astray so that they can correct and have an improvement in the next phase or stage. This is the reason sometimes one needs to reflect on what they have been doing over a certain period. This was indicated in the study by Lyons et al. (2002). Although it might not be possible for all the requirements I had to be documented, I have highlighted the major ones. The purpose of this reflection is to show the professional growth that I have gone through since I started my journey as a Masters student in this field of management. It focuses on a great extent what has transpired this semester. Growth occurs every day, and almost everything around offers a lesson or two. I draw inspiration from all the experiences that take place around me. I believe that it is only after a thorough analysis of these events that one can be
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Following my professional enquiry, I have felt that it was important to make further improvements in my teaching pedagogy in order to move forward. Therefore, I have put the next steps into place. Through the professional enquiry, I have gained a further understanding into which areas of my practice need further development.
An accomplished professional educator and academic administrator, Eric Becoats has served as the chief administrative officer of Greensboro, North Carolina’s Guilford County Schools and as an adjunct professor with the North Carolina Agricultural and Technical State University’s School of Education. He has also worked as a consultant, providing executive-level support to the president and chief executive officer of Chicago, Illinois’ Atlantic Research Partners. Since July of 2015, Eric Becoats has served as an assistant superintendent with the School District of Philadelphia.
In my opinion, implementing reflective practice approach to professional development in order to expand our knowledge is a challenge. This challenge involves teacher’s ability to “reflect on
The GTCNI have argued that, “Professional knowledge, by its very nature, is organic and, to an extent, evolutionary, reflecting a synthesis of research, experiences gained and expertise shared” (GTCNI, 2007:10). The GTNCI further reinforces this statement when it states that, “Teaching can never be reduced to a set of discrete skills to be mastered in some mechanical process of assimilation” (GTCNI, 2007:5). Teaching today has moved beyond the outdated view that the most important thing for a teacher was solely to have professional knowledge. Professional knowledge encompasses a range of different forms of knowledge such as knowledge on the curriculum and children and pedagogical knowledge e.g. how to manage a classroom amongst many other forms. Whilst this is still of great importance professional knowledge is of no use if you are not able to adapt this knowledge to meet the ever-changing dynamic situations that you will encounter in the classroom. This essay will examine how reflective practice can be unlisted by teachers to ensure that they are meeting the needs of their pupils as well as
Learning Forward (2015) is an organization formed to “build the capacity of leaders to establish and sustain highly effective professional learning” (para. 1). While creating a definition of professional development, seven key standards were identified for effective professional learning. These standards include:
The AITSL’s standards arrange for a set of principles that are essential to recognising professional education requirements. During the professional experience I was always evaluated myself compared to AITSL’s standards, in order to clarify areas for improvement, as well recognising advances my skills. Being evaluated compared to AITSL’s standards three times sixty days has been a concrete way for my supervised teacher to communicative my strengths and weakness areas for development. My reflective progression has assisted me to obviously recognise areas for upcoming professional education.
This paper will reflect on my own professional development and focus on my three targets picked at the beginning of the year from the Training Needs Analysis and Higher Level Teaching Assistant standards. It will critically analyse and reflect on my own professional development and whether I have achieved my set targets and what I plan to do next.
There is a usual but important cliché for a teacher´s career: a teacher has to be a life-long learner to be an effective teacher. Research on effective teaching over the past two decades has proved that effective practice is related to questioning, reflection and continuous professional development. Reflective practice can be a satisfying experience for a teacher evolution. It covers self-analysis, questioning one owns methods, assumptions about learning, theories as well as one´s attitudes and behaviour as a facilitator and communicator, in short making a deep analysis of the actions. Reflecting on teaching includes the teacher´s thoughts on the successfulness of the lesson planning and the implementation used to teach. Within the time progression the teacher´s reflection should be more precise and he or she could
In this assignment, I will review the debate on professionalism. Looking at the teacher as a professional and discussing their professionalism. I will highlight the differences and the similarities between professionalism in education and several other professional vocations. I will discuss the shifting views of professional status of both mainstream teachers and FE teachers, and developments and where I see the FE sector heading.
The focus of this paper is to analyze the supervision and evaluation of teachers at my Catholic school, and suggest a model program that better meets the needs of all teachers, regardless of their years in service. My experience teaching at the same school over the last 15 years indicates that supervision and evaluation of teachers is either a perfunctory task, or designed as a “gotcha” activity. In either case, there is never the expectation that the teacher and the administrator will collaborate to ensure teacher professional development, and no one would call it a meaningful process. Research shows that teachers do not become better teachers based on passive participation in an evaluation process they do not value. Charlotte Danielson (2010) argues that professional growth occurs only when teachers engage in “self-assessment, reflection on practice and professional conversation.” (p. 38).
One of the most essential exercises when in comes to professional development as an instructor is to continuously reflect on your perspective, methodology, instruction and behavior within your profession. Doing so ensure that you a growing and improving on teaching skills and building on old strengths to benefit you as an instructor but especially the students that you serve.
It is argued that to achieve educational reform and improve student learning, that the transforming of teachers’ practice through effective continuing professional learning is paramount (Hattie, 2003). Dinham (2012) proposes that quality teaching is vital in terms of equity in allowing all students to improve their life chances, the processes of supervision and appraisal are crucial in enabling individuals to undertake self-reflective learning that leads to improved teacher practice and better student outcomes. Jensen (2010) states that “improving the quality of Australia’s teachers will create the greatest improvements in student performance, and (provide) consequent economic and social benefits” (p.63). Yet, for many teachers the notion of supervision and appraisal is seen as a threatening process, and effective leadership is required to bring cultural change that allows these processes to be empowering in instigating teacher improvement. This response will seek to explore the usage of the terms supervision and appraisal, deliberate the value of these processes and describe principles of leadership required to implement them in an effective manner.
When I think about teachers that I have had in the past, several different ones come to my mind. Each of these educators stands out in my mind for a variety of diverse reasons. Whether it is their sense of humor, their tactfulness, their love of the subject matter, their fanatical and sporadic behavior, or their yearning to be childish themselves, I can still remember at least one quality of every teacher I have ever encountered. Every one of these teachers conveyed subject material to their students just as they were educated and employed to do. However, I trust that every professional in the world has an abundance of opportunity for improvement; teachers could discover and improve themselves merely by having
Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve