Reflection Paper On Teacher Development

1223 Words3 Pages
bulb-icon

Recommended: Principles of professional development

Teacher Development
There are many programs in education that focus on providing different teaching approaches that are intended to lead to greater student achievement and teacher success. In addition, teachers have to increase their knowledge and professional growth by taking classes on-line, communicating with other professionals and attending workshops in schools or universities. There are many goals that I have accomplished in this program and I can assure that I have acquired positive results from every single goal. The outcome of each goal made me reflect on what I need to change as an educator and as a coach. For this reason, I still need to acquire more knowledge to foster my teacher development related to the area of specialization, take additional on-line classes to enhance my professional growth and support social change in my …show more content…

Taking all these classes in this program took me to learn new skills, teaching strategies, and theories of teaching. I see education with a new different perspective on how to communicate with teachers and students in a productive manner. In addition, I went through coaching experiences with collaborative colleagues using effective models of teaching such as cognitive, content, instructional, and collegial teaching. This experience did increase my level of confidence and helped me to reflect on my teaching practices. In this coaching experience with my collaborative colleague, I learned how to construct positive relationships, establish mutual trust, and create a partnership where respect is perceived mutually. According to Knight (2008), all coaching programs focus mainly to improve instruction in the classroom. An effective educator or coach must model lessons, share knowledge, establish mutual trust, relationship builder, and shows deep respect for teacher’s professionalism (Laureate Education,

Show More
Related

  • Charlotte Danielson's Article 'Evaluations That Help Teachers'

    1636 Words  | 4 Pages

    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

    Read More

  • Leadership in Public Schools

    967 Words  | 2 Pages

    With my background as Supervisor of Curriculum and then as both principal and superintendent, I have a background of collaborating with teachers in developing and then implementing curriculum guides, curriculum maps, professional development plans and innovative programs. Establishing an instruction...

    Read More

  • Summative Statement

    609 Words  | 2 Pages

    Early on in my career as a teacher I learned the value of professional growth for myself. This took the form of professional development that I gained from conferences I attended and grants I was awarded. I also knew that I could share what I learned with others within my school and presenting at conferences. As an educational technology leader I use the knowledge and skills gained from my university classes in providing professional develop...

    Read More

  • Core Theoretical Models of Coaching and Mentoring

    1169 Words  | 3 Pages

    Starr, J. (2008) Coaching Manual: The Definitive Guide to the Process, Principles and Skills of Personal Coaching. (2nd edition) Harlow: Pearson Education Ltd.

    Read More

  • Coaching Exercise Reflection

    1464 Words  | 3 Pages

    I wanted to start telling the story of our experience by sharing the feelings I brought into this exercise. A few years ago I underwent an experience of coaching through several sessions that left me this taste in the mouth that the coaching as a tool to develop others is not very effective. I have not taken the time to deeply analyze what went wrong but in general if I had to choose to do it again I think I would choose another methodology to foster change. Its objective in general is to assist in building behavioral skills, but in my opinion to really look for a long lasting change you need to give a deeper understanding to the lack of a certain skills, strongly reflect on the variables linked to it as could be the emotions, values and motivations that conduce you towards a behavior different that that one desired. Personally, I enjoy seeking information that allows me to jump beyond the facts, and staying on the behavioral side of the reality limits my passion for inspiration and insight.

    Read More

  • Peer Coaching or Clinical Supervision

    944 Words  | 2 Pages

    Some administrators use clinical supervision or peer coaching to determine from which it is obtain the most feedback and some other uses this methods or the combination of both (Hooker, 2014). It is important the comparison of both methods in order to identify the benefits of each. The clinical supervision includes a developmental evaluation that is meant to assist and improve the instruction of teachers (Glickman, et al., 2010). It is necessary to do a preconference, lesson observation, analysis of the information and interpret the teaching observed, and a post conference to determine the effectiveness of the process. In the clinical supervision are steps to follow: first, during the preconference the administrator and teacher identify the process, purpose or reason of the ob...

    Read More

  • Essay On Coaching And Mentoring

    1105 Words  | 3 Pages

    Coaching and mentoring is a constant process that occurs all throughout a future teacher’s journey. While attending a university, it is common while in the teacher preparation program to undergo several coaching sessions and mentoring periods, which is great! Normally this continues through the first year of teaching, but something happens after that first year. If a relationship isn’t built, encouraged, and made intentional, the coaching stops. For teachers, this is strange. We are taught to constantly coach, encourage, mentor, and teach our students, but when it comes to our peers, those under us, etc., we assume that each teacher has suddenly “made it” as if someone who can make it through their first year is automatically “good to go” and will not encounter any hiccups along the way to becoming a veteran. In some instances, the teaching community is a selfish profession for the fact that you do what needs to be done for you and the students you serve, but not for your peers. You do not share your lessons, ideas, concerns, etc. Some teachers are still under the impression that if they are struggling, they are doing it wrong or they are not a “good” teacher. This is a fallacy that needs to be talked about. There is a reason that peer coaching

    Read More

  • Extracurricular Activities In Teaching-Coaching By Alexander S. Frazier

    1382 Words  | 3 Pages

    Offered as my first piece of evidence, Teaching-Coaching, by Alexander S. Frazier, is an excerpt from an article I read. This article has helped me realize and practice how coaching and teaching enhance one another in more ways than just student relationships. One key way they enhance each other is through effective communication. Frazier states that whether one is teaching, lecturing, or giving a halftime pep talk, it is crucial to effectively communicate with the

    Read More

  • Teaching Profession: Key Elements of Professionalism and Ethics

    1141 Words  | 3 Pages

    A teacher today needs to have an ability to relate to and create partnerships not with their students, but also families, administrators and other professionals. This ensures that all persons involved with the education of the student are on the same page. All involved then work in harmony and help each other achieve the common goal of educating the student in the best possible way for the best possible result. (Wesley, 1998, p 80)

    Read More

  • Professional Development as a Teacher: Personal Reflection

    891 Words  | 2 Pages

    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.

    Read More

  • Professional Development for Teachers

    1400 Words  | 3 Pages

    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.

    Read More

  • Teaching Methods Reflection

    1225 Words  | 3 Pages

    In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.

    Read More

  • Nurturing And Social Reform In Education: My Philosophy Of Education

    2905 Words  | 6 Pages

    While I do not teach in a classroom and do not plan to do so at this time, in regards to my job as a Career/Graduation Coach I am a nurturer, followed by social reform as my teaching perspective. My teaching perspective, nurturing and social reform both align to my philosophy of education, progressivism. The nurturing perspective is aligned for a student’s achievements come from the heart rather than the head. The teacher provides a safe haven for their student, creating a new stable foundation away from possible previous failing education stability. The nurturing perspective can lift students up to grow their independence and create positive reinforcement and discipline that students thrive for (Danhoff, 2012). The goal of the teacher is to encourage their students and create a rigorous learning environment to motivate their students to be their best. Social reform assists students in becoming better citizens. As a nurturer I want my students to grow and mature while learning how to be productive in society (OSU School of Education,

    Read More

  • The Importance Of Professional Development In Education

    849 Words  | 2 Pages

    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

    Read More

  • My Professional Growth as a Teacher

    945 Words  | 2 Pages

    Develop teaching expertise is the part of proposition from NBPTS, specifically knowing the subjects they teach and how to teach those subjects to students (1987). One of the methods is continue to pursue their professional development by joining a professional association or organization, attending a workshop, and reading a professional journal, website, or books. These ideas enhance teachers’ cognitive growth by enlarge information of the latest strategies or method, enhance cognitive growth, and learning to help the teachers to become expert in their teaching and influence on student learning.

    Read More

More about Reflection Paper On Teacher Development

Open Document