Within the life of every education, the expectation is that they are growing personally within their own lives and professions of which will assist them in reaching the lives of their student/learners effectively for the purposes of academic achievement. This growth is received through that activity on the part of the education within professional development. Within this assignment, this writer will conduct an assignment of which calls for the summary of four valuable resources in which he had studied concerning professional development. The writer will then discuss how the writings constitute in his own personal growth and create a development plan for the promotion of a school-wide reflection initiative.
Summary of Writings
Hudson, P. (2013). Mentoring as professional development: Growth for both mentor and mentee. Professional Development in Education, 39(5), 771-783. doi:10.1080/19415257.2012.749415
The premise of this journal article discussed and attempts to validate mentoring as professional development option of which promotes development educationally for both the mentor and the mentee. The article explains a dilemma in sharing teacher’s essential need for professional development; however, the cost for this developmental necessity within the lives of educators can serve as an expensive task to facilitate. The article offers up an additional strategy of which satisfies the need for educators, professional development simultaneously keeping the financial price low, the strategy offered is the option of mentoring as a source of professional development. In supporting the option of mentoring as professional development, the article shares the data that is conducted from a qualitative study in which a survey of me...
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...essional standard for Dutch teacher educators. European Journal of Teacher Education, 24(3), 343-354.
Koster, B., & Dengernik, J. J. (2008). Professional standards for teacher educators: How to deal with complexity, ownership, and function: European experiences from the netherlands. Journal of Teacher Education, 31(2), 135-149.
Rippon, J. H., & Martin, M. (2006). What makes a good supporter? Teaching & Teacher Education: an International Journal of Research and Studies, 22(1), 84-99.
Tang, S. Y. F. & Choi, P. L. (2005). Connecting theory and practice in mentor preparation: Mentoring for the improvement of teaching and learning. Mentoring & Tutoring: Partnership in Learning, 13(3), 383-401.
Tellez, K. (2011). A case study of a career in education that began with “teach for america”. Teaching Education, 22(1), 15-38. doi:10.1080/10476210.2010.541238.
Professional development must have a connection with everyday teaching practices and must relate to the curriculum and instructional challenges that teachers experience. The content delivered in PD sessions must be based on high expectations that clearly show how these skills would be used in the classroom, and should “use models that have been proven to make a difference for adult learning” (Mooney & Mausbach, 2008, p. 95). By connecting material that has been proven to improve teaching practices to actual daily teaching, teachers will be more successful at implementing new skills into their everyday teaching and improvi...
Flaxman, E. Evaluating Mentoring Programs. New York: Institute for Urban and Minority Education, Teachers College, Columbia University, 1992.
There is little scientific knowledge when it comes to mentoring effects on future outcomes; in addition posing confusion as to how these programs continue to emerge. A major component in regards to program effectiveness is in measurement or evaluation of its structure (Deutsch, N., & Spencer, R., 2009). This is done by conducting surveys, focus groups, and interviews (Deutsch, N., & Spencer, R. (2009); Karcher, M., & Nakkula, M. (2010); Diehl, D. C., Howse, R. B., & Trivette, C. M. (2011); Osgood, 2012; Williams, 2011). Studies gives the researcher insight into knowledge that otherwise wouldn’t be known, in order to understand mentoring reactions and relationship styles better (Karcher, M., & Nakkula, M. (2010); Christens, B. D., & Peterson, N. A. (2012); Diehl et al., 2011; Leyton‐Armakan, J., Lawrence, E., Deutsch, N., Lee Williams, J., & Henneberger, A. (2012); Meyer, K. C., & Bouchey, H. A. (2010).
Mentoring can be that hand that reaches down and pulls you out of the pit. Mentoring can change lives forever and create permanent relationships. Mentoring can help a child get on the right track if they do not have someone else to help them. Whether they have grown up without active parents, have gotten into trouble from time to time, or even if they are a straight A student, the youth needs mentoring. It will build a country that has a solid foundation in which the current youth of America will one day lead. Mentoring proves that “regardless of background, [all children] are equipped to achieve their dreams” (Bruce and
Both counselling and mentoring utilise a lot of the same skills (Clutterbuck and Megginson, 1999), confusing people about which one they need. They are both based on the needs of the client, with an agenda set by the client and share the key aim of attempting to enable clients to help themselves. However, mentoring’s structure is much more informal, sessions can be spontaneous, mainly only when the mentee needs support or advice, unlike counselling where sessions are predetermined and more regular. Additionally, mentoring does not attempt to resolve deep underlying issues, instead it is the acquisition of wisdom to help the mentee progress. Another major difference between the two is that a dual relationship between a mentor and mentee is more accepted and beneficial than between a therapist and client (Bluckert, 2005). As the relationship is slightly different, a mentor is able to provide direction or advice, unlike a counsellor, who enables not advises. Overall, the two may share similar skills, but have very different
Garvey, R. Stokes, P. and Megginson, D. (2009) Coaching and Mentoring theory and Practice. London: Sage
Mentoring became an extraordinary part of my ODP role. As a Christian mentor, mentoring was significantly more about training and directing. It was substantially more about the subjective and subjective parts of employment – managing dissatisfaction, giving helpful feedback, taking care of frustration, acting with modesty and sympathy, and so on. As a matter of fact, Lewis (1998), states that “Business people have mentored naturally for years, without putting a name to it. And in the 1970s and 1980s, corporations began to regard mentoring as a career development tool, often to further corporate diversity goals”
In addition, for some mentors, mentoring was a burden or workload issue that often went unnoticed by others. Mentees, too, were concerned by a lack of mentor interest and training and a host of problematic mentor attributes and behaviors (e.g. critical or defensive behaviors). Professional or personal incompatibility or incompatibility based on other factors such as race or gender was also seen by both mentors and mentees as impediments to the success of the relationship. Organizations, too, were confronted with difficulties arising from mentoring programs. Lack of commitment from the organization, lack of partnership and funding problems were reported in some studies, while in others, cultural or gender biases meant that some mentees’ experiences were not
There is a fine line between leadership and being a mentor. Though some make these titles mutually exclusive, A believe mentoring to be a tool/ability of an effective leader. To be a great leader there is no way to circumvent the continued development of everyone in the organization. To aid in the quality of development and the willingness of those involved to grow, there are some practices that I will incorporate into my life. Within John Maxwell’s book Mentoring 101, he reveals many layers and subtopics on this overarching topic. We are going to focus on the specific concepts of increasing their self-esteem, seeing who they can be, making people development a top priority, checking in systematically, and showing transparency. Focusing on
The types of professional development opportunities that he participated in have allowed him to grow as a teacher. In addition to professional development workshops, teachers can continue to improve their teaching by simply listening to and observing their students. Based on the feedback they get from students and the observations they make, they can adjust their teaching methods accordingly. Implementing this system in their classroom can benefit them and their
It is clear from the beginning of the article that this is not a simple issue. However, the author does a proficient job at explaining the issue and providing different solutions that can solve the problem. Reading this article has expanded my knowledge on the benefits of mentoring programs and how to implement them not only to students but in my practice too in the future.
It is a relationship that optimizes collective growth. While the mentor expounds about their insights, the mentee brings those insights into their own reality. Simultaneously, the mentee empowers the mentor by implementing their own vision through skills coached by the mentor. Mentorship is a process that advocates perspective and talent development for both participants.
Mentoring is a strong educational tool and is very useful especially within the New York City Department of Education. It is a great way for experience teachers to pass down information. The one and one interaction is more lasting than reading it from a book. This method will allow a smooth transition for new teachers. There are a lot of procedures that are confusing to beginners and mentors can uncoil those kinks. Beginning teacher will also get the opportunity to experience different teaching styles and also decide what will work for them and what will not. Mentoring is a valuable asset in guiding person’s development.
Professional development is critical to success in a teacher’s career. Teachers need to be opened to continuing their education and consistently reflecting on lessons and interactions with students. At the expert stage of teaching, “the teacher’s practice is characterized by fluency, automaticity, and efficiency” (Garmston,1998). In order to achieve this level of teaching practice, the educator must continue to learn new teaching strategies, understand the curriculum, recognize students and their differences, and conduct self-reflections. 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).
Based on the inquiry of empowering professional development, many findings come into play. At times we feel as though professional development is worthless and a waste of time. Gusky also, addresses that at times why so many professional developments are inadequate. There are reasons why we feel that way and reasons of which we should not have if we were actually getting something out the workshops. A common goal must first be set in the mind of the participants thus leading to the building of professionalism of the school system. In this review we will look at some aids and guides to successful professional development.