I understand why an effective teacher must be a resourceful curriculum planner. I also realize the importance of being supportive to my students, other teachers, and my school. I want to have a positive influence in all aspects of the teaching profession. The goal of educa... ... middle of paper ... ...’t have all the answers. An effective teacher must be knowledgeable and able to find and use resources in planning lessons to meet the curriculum.
For instance, in the collaborative coaching experience, I learned to respect my colleague opinions and shared new ways on how to promote learning (Laureate Education, 2010b). Collaborative professional development helps teachers acquire new skills where they establish positive relationships with other educators. It is very critical for all schools to implement collaborative professional developments because teachers learn to respect each other’s ideas, work collaborative, and learn new skills that will definitely make a difference in student learning. Implementing collaborative professional development in schools is very important and beneficial for teachers because it affects student learning in many positive ways. One way is that teachers experience working collaborative with other educators and acquire new skills that they will model later for their students in the classroom.
With the proper guidance and support, teachers can achieve academic excellence in the classroom. They follow their principal’s vision and share their goals. Teachers also serve as leaders in their classroom. They share their vision and goals with their students promoting positive attitudes in the classroom. Just like it is important for principals to respect and understand what their teachers need, students also need the support, understanding, respect and empathy from their teachers.
As a leader I am a catalyst for good instructional practices, meeting curriculum needs of the students, and furthering the education of everyone around me. Leaders must be catalysts, whether instructing JKD or leading a school. As an instructional leader, it was important that I model and demonstrate the same commitment to improving my knowledge based (4.1.3) around instruction and curriculum development. As the new accountability system – Smarter Balanced Assessment Consortium – approached, our district also launched its effort by helping teachers develop their own Core Curriculum using “spirals” – scope and sequence (standards based / aligned) and planning tool (curriculum mapping, weekly and daily plans) that require and promote teachers’ creativity and autonomy. With this set in motion, it was not only my opportunity to support our teachers through this change process but also impact their instruction in a way that is transformational for themselves and for the students.
The essential goal of education is to give children the knowledge and means to entire the workforce and achieve success (Carmichael, 2009). It is important as teachers that we welcome the diverse needs of all students. While it is fundamental that teachers are well-informed on the content they are teaching and are responsible to guide student learning, there is much more to emerging student learning. To develop students’ education, schools should provide a structure of classroom communities conductive to learning. School environments must be respectful, caring, stable, and stimulating atmospheres in order to enhance the learning environment.
A teacher who is dedicated to professional development and wanting to improve their teaching, will make a stronger impact on students. I believe that I am in the Proficient level of performance according to the Framework for Professional Teaching Practices (Danielson, 1996). For Doman 1, planning and preparation, I believe that I demonstrate adequate skills. I work hard to make connections to my content knowledge with other subject areas through discussions with general education teachers for social studies and science curriculums (Danielson, 1996). As a special education teacher, I must have a full understanding of my students (Danielson, 1996).
Teacher effectiveness is usually referred to in terms of focus on student outcomes and the teacher behaviors and classroom processes promote better student outcomes. Teacher preparation/ awareness, of learning and teaching, subject matter experience, and the combined set of qualifications are all leading factors in teacher effectiveness. To become aneffective teacher positive attitude is really important he/she should be caring and kind should have the willingness to share the responsibility involved in a classroom, an inspiration to provide meaningful learning experiences for all students, and an enthusiasm for encouraging the students’ creativity. An effective teacher is the one who has the ability to efficiently and effectively impart knowledge
I want to try my best to continue to educate and empower teachers with knowledge. I believe effective supervision can have a synergistic effect on a school. Through coaching methods veteran teachers can assist new teachers in becoming proficient. The now effective teacher can have greater roles in collaboration and even help coach other teachers. This new teacher becomes a more valuable part of the whole.
Reflection Item Two: ‘Adapting the curriculum and effective teaching strategies’ Question: Discuss in detail ways that teachers can set up the learning environment in order to maximise teaching and learning, and the advantages and disadvantages that belong with such implementation. In our teaching careers, the biggest achievement we can make; is to succeed in creating a supportive environment which nurtures the emotional, physical, social and intellectual developmental needs of each and every one of our students. Belonging to an inclusive educational setting as a supportive teacher, means we can encourage our students to flourish and grow into successful and achieving individuals. In an article by Ashman & Elkins, (2008) discussing Inclusive Education, they discuss the progression of Inclusive Education as being underpinned by a schools responsibility to operate as a ‘supportive and cooperative entity where the rights of every member of the community is acknowledged and respected’. Collaborating with the wider community extends an educators band of opportunities to greater develop their students in a style which is individually suiting.
Every school has campus goals that they wish to thrive at even if they are short term or long term goals. One of those constant goals is instructional improvement. Instructional improvement is defined as helping teachers acquire teaching strategies consistent with instructional goals that increase the capabilities of students to make wise decisions in varying contexts (with regard to peers, adults, academics, and life) (Glickman, Gordon, & Ross-Gordon, 2010). There are constant needs to improve classroom instruction. Instruction is defined as interactions among teachers, students and content, in environments (Cohen, Dewey, Ball, & Thurnau, 2000).