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reflection on professional development as a teacher
reflection on professional development as a teacher
reflection on professional development as a teacher
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Investigating New Teachers’ Experiences: Easing the Transition through Professional Development
Some people are born to teach, and know early on that it is their destiny. Others arrive in a classroom through a different, sometimes not so deliberate path. Whatever the path, deliberate or not, teachers are leaving the profession. Recent research highlights teacher turnover as a central challenge facing public schools (Anderson, L & Olsen, 2006). There are myriad reasons for the current revolving door in schools; from difficulty managing the classroom, shortage of resources, time management, and an insurmountable amount of paperwork, to ineffective or non-existent support systems. One such support system that would address many of the issues plaguing new teachers and possibly prevent new teachers from leaving is offering on-going meaningful professional development.
The purpose of professional development is to provide teachers with the knowledge and skills to improve student achievement (Payne & Wolfson, 2000). It is common for school districts to provide professional development opportunities for teachers. However, many professional development classes are not carefully structured or purposefully directed toward new teachers. Effective professional development should be school focused while remaining relevant to teachers by addressing their specific needs and concerns (Ganser, 2000).
Review of Literature
Grossman & Thompson (2004) conducted a longitudinal study of ten teachers. Over a period of three years, these teachers were interviewed and observed numerous times each month. The study concluded that new teachers are still developing. Educational philosophies are still being developed and they are still learning how to t...
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...lp new teachers?
5. What elements of professional development would be most helpful?
Works Cited
Anderson, L. & Olsen, B. (2006). Investigating early career urban teachers’ perspectives on and experiences in professional development. Journal of Teacher Education, 54(4), 359-377.
Bickmore, D, Hart, L & Bickmore C. (2005) Interdisciplinary teaming as an induction practice. NAASP, 89(644), 30-53.
Grossman, P. & Thompson, C. (2004). District policy and beginning teachers: A lens on teacher learning. Educational Evaluation and Policy Analysis, 26(4), 281-301.
Lang, S. (2004). Separating rhetoric from reality: Supporting teachers in negotiating beyond the status quo. Journal of Teacher Education, 55(3), 141-152.
Young, P. (2007). How elementary principal’s beliefs and actions influence new teachers’ experiences. Educational Administration Quarterly, 37(2), 250-290.
I can help my teachers be professional learners by using observation and evaluation processes, like those found in Danielson’s model, to promote self-assessment, reflection on practices, and professional conversations with them. The Framework can help me have honest, reflective conversations with the teachers about their instruction and I can use it as a guide to help all involved in professional development decisions. In other words, I can use such teacher evaluation models to promote active engagement and encourage professional growth in all
Wolf, M.A. (2009). The 'Secondary' The Importance of Teacher Professional Development. The Huffington Post. Retrieved from www.huffingtonpost.com.
During Teach For America's first year of operation, the organization received applications from 2,500 candidates and chose 500 of them to become teachers for the program who began their two-year teaching commitment in low-income communities all across the cou...
The Conceptual Framework created for the SUNY Cortland teacher candidates is important for many reasons. It was important for the campus to create a “College-wide shared vision for teacher education” (CF 3) as they prepared for their NCATE accreditation. The college wanted to make sure that the framework formed a true representation of their program goals, identity, and beliefs. This conceptual framework is important for the individual candidate because it is used to guide, and provide “a sound foundation for assessment”(CF 7). As stated on page 11 of the framework, “SUNY Cortland is dedicated to developing candidates’ knowledge, integrity, professional standards and commitment to their future students and school community”. This is very important as every piece of the statement can go hand-in-hand with the NAEYC Standards. The Conceptual Framework is also important for candidates as it sets to build three key components in each individual. These components are personal responsibility, social justice, and global understanding. What is also unique about the Conceptual Framework is that it is seen as a “living document”, meaning that it has the ability to be changed whenever change is needed, and whenever we uncover new discoveries of early childhood development. My intention in writing this paper is to gain a better understanding of what is expected from me as a candidate in a SUNY Cortland education program. I hope that I will be able to take the information that I learn from the Conceptual Framework and use it in my future teaching.
166-173). Linda Darling-Hammond (2000) discusses how teacher education has changed and how it has affected our education system (p. 166). The author also notes how even the most intelligent people found it hard to prosper in the field without the right skills and preparation (Darling-Hammond, 2000, p. 166-173). In the article, she presents how post baccalaureate programs are carefully structured, versus alternative routes which can be no more than backup employment options. Darling-Hammond (2000) also addresses how it becomes difficult for aspiring teachers to learn both subject matter and pedagogy (p.
Sisson, Jamie Huff. "Making sense of competing constructs of teacher as professional." Journal of Research in Childhood Education 23.3 (2009): 351+. Academic OneFile. Web. 16 Nov. 2011.
Traditionally, teacher development typically occurs through trial and error in the isolated confinements of each teacher’s classroom with some periodic whole-group professional development (Goddard & Goddard, 2007). Within the past few decades, many schools and districts, including ours, have considered and experimented with Professional Learning Communities (PLC) as an alternative framework in guiding a more efficient development program for their teachers. PLCs are focused on enhancing student learning through developing teacher practices. The concept of PLC relies on using structured collaborative sessions amongst teachers within the school to build internal capacity. Through PLCs, teachers critically reflect on current practices, brainstorm solutions, and obtain help and advice from others in a supportive growth-oriented environment over an extended period of time (Vescio, Ross, & Adams, 2008; Nelson, 2009; Scher & O'Reilly, 2009; Bolam, McMahon, Stoll, Thomas, & Wallace, 2005). The theory of change guiding PLCs holds that by providing teachers with targeted support from within the school community, as oppose to hiring additional outside experts, professional developments can become for efficient. Implementation of effective PLCs requires intentional effort, school-wide and possibly district-wide restructuring of teacher schedules, and additional resources. For schools considering implementing PLCs, it is important to understand the logic of action and the benefits of PLCs as it relates to teacher improvement and increased student achievement.
Through the support of the professional development program, the effectiveness of the teachers enhances the quality of instruction and increases the student achievement and learning. The delivery of professional development program leads to alterations in professional learning, leading to changes in professional practice, which ultimately impact student achievement.
Another factor considered in this study is the professional development of teachers. Professional development of teachers is a strong factor that enhances teachers’ knowledge and learning. A number of studies have reflected that the said factor is imperative to a positive change of every individual that seeks development professionally.
...o expand knowledge of subject matter is through read books, journals, and magazine, participate in professional development activities and attend conferences. The value of participating in professional associations and organization helps teacher to move towards expertise to become engaged, active, and passionate and connect to their students (Laureate Education, Inc., 2009). As the teacher enhance and grow in the professional development can have a greatly impact on student learning, “Expert teachers know more than novices and organize that knowledge differently, retrieve it easily, and apply it in novel and creative ways” (Garmston, 1998). Therefore, there is such a significant value of participating in professional development through joining association or organization to help teacher to grow in expert in teaching and making an impact on student learning.
...ng with and honoring all students whether it is intrinsic or extrinsic, professional development should be adequate.
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 oneself.
It provides the fundamental and advanced knowledge needed to improve the well-being of a country. Education is critical to the development of a country’s youth, as the popular saying goes, children are the future. The education received from teachers can either leave a lasting impact or have little or no effect on understanding. The Woodrow Wilson National Fellowship Foundation asserted that there is a need for “new paradigms, new practices and new people” (as cited in Holaday et al, 2007, 99). Professional development of teacher is required, as mentioned by the Woodrow Wilson National Fellowship Foundation, “to build a culture supportive of a new generation of scholar citizens” (Holaday et al, 2007, p.99). Thus, it is imperative that the teachers’ in all institutions in a country receive the best possible training and resources needed to fulfil the responsibilities set before
York-Barr, J. & K. Duke (2004) what do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research 74(3), 255-316.
In recent years, the cliché image of a teacher has come under attach. Research has shown that teachers often work in an isolated setting in which they are considered experts in their specific area; however they often lack the support and equipment needed to do their jobs effectively. As a result, to the inadequate working environment new teachers often leave the profession within the first five years. These conditions often exist because the educational system fails to prepare our teachers with the proper tools and experience needed to do their job well (U.S. Department of Education, 2010).