My Goals And Goals To Being An Effective Teacher

Being an effective teacher requires strong content and pedagogical knowledge, in addition to having an in-depth understanding of current learning theory. I have listed particular skills and attributes to evidence my competence in these areas.

Goal/ Solution Oriented:

The best way to describe how I have led my life is in the words of Charles F. Kettering, “Believe and act as if it was impossible to fail”. These words exemplify so many experiences in my life that have and continue to influence my decision-making. I rarely consider, “It won’t work.” Initially, I list the obstacles, and then I search and collaborate with people to create solutions, which may include taking an alternate path. My interpersonal style has influenced my career path

I believe in professional development and seeking methods to be more effective by being mindful to reflect on my own practice and decisions in order to grow as an individual. I began my career as a Physical Therapist and within my 16 years of practice, always attended PD, taught for Fairleigh Dickinson University, as well as the Visiting Nurses Association for Ocean County. Toward the end of that career, I attended Richard Stockton College, where I earned my teaching degree. Over the past 2 years, I have been working toward my Master’s Degree in Educational Leadership, while continuing PD on improving my teaching practice. For instance, this spring I attended Teach at the Beach in Wall Twp.; and I have attended Barnegat’s Summer PD Academy for Inclusive Schools, Microsoft Excel, Google Forms, and

Professional learning must have a value for the teacher. The presenter needs to engage the teacher by giving a purpose for listening and then teachers need time to apply the information in their classrooms to see the implications.

Administrators may use school data from teacher evaluations to drive the professional development they offer, according to the needs of the staff. For instance, one group may need help with questioning techniques, while another may need to work on closure activities. Connecting professional development to the teacher evaluation will improve teaching practices and have meaning for the teacher and evaluator. As an example: We had Dr. Tienkin come during teacher preps which provided small group instruction for the teachers after the ScIP surveyed staff for their needs, which was the driving force behind the school PD.

Similarly, linking professional learning to the Common Core State Standards goes hand-in-hand. Teachers need to use strategies to improve student learning. The Common Core State Standards state the expected learning goals for students and the professional development of school districts should provide strategies for teachers to meet that