8. Professional Practice Criteria– The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning.
8.1 Element – Participating in a Professional Community
8.1 Example of Proficient – Relationships with colleagues are characterized by mutual support and cooperation.
During the completion of my coursework for EDU 6918 (Introduction to Teaching), I explored and expanded my knowledge of what it means to effectively work together with my peers and administrators as a future educator and how that will positively influence my students. This quarter I explored the complexity of the standard listed above and determined that collaborative educators have a natural tendency towards personal development. That propensity drives them to reach out to peers to share their newly acquired knowledge, provide their fellow educators with support, and also look to those same individuals for guidance in their quest for improvement. Figure 1 is an example of the coursework that led me to critically think about and further my understanding of what it means to contribute to a professional teaching community. It provides a concrete example of how a teacher might contribute to his or her school and demonstrates the impact of being a part of a cooperative environment. Competent teachers both contribute to and benefit from this kind of symbiotic relationship with peers and administrators and the resulting individual growth of teachers greatly benefits the students in their charge. When educators are able to go to their colleagues and discuss and dissect lesson plans, classroom management techniques, the latest information on culturally responsive teaching, or the newest technology innovation for teaching it is more likely that those things will be improved or newly implemented in their classrooms. Collaboration between teachers can allow them to brainstorm how new techniques and software can be actually realized in their class. Furthermore, it provides teachers a way to assess their teaching practice on a more routine level. While it is critical for new teachers to develop relationships in their educational communities it is also important for them to remember to sustain that same level of commitment as they become more experienced. Part of building and maintaining a cohesive support network of teachers within a school is equal participation. During my student teaching and into my first years as a teacher I will offer support and encouragement to my peers and look to them for guidance. As I gain more experience, I will continue that tradition of community by providing as well as eliciting feedback from other teaching professionals.
Hunzicker, J. (2013). Attitude has a lot to do with it: dispositions of emerging teacher leadership. Teacher Development, 17:4, 538-561. doi: 10.1080/13664530.2013.849614
1. Expectations – The teacher communicates high expectations for student learning.
2. Instruction – The teacher uses research-based instructional practices to meet the needs of all students.
3. Differentiation – The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.
4. Content Knowledge – The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.
5. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.
An effective teacher must be competent, dedicated, adaptable, and most importantly skilled at maintaining order in the classroom. Learning cannot take place in a classroom that is not productively managed and controlled. There are a great many techniques available for teachers to employ when maintaining and retaining structure in the class. A competent teacher must be a keen observer and amend his or her strategy for each new set of students and always be evaluating if adjustments need to be made. Once a teacher has created a stable environment conducive to learning they can use their competence, dedication, and adaptability to become a successful educator.
When a teacher is competent in and dedicated to their subject matter they can not only seamlessly answer student questions and create valuable lessons but they can also inspire student to want to know more about the material being taught. Educators who are passionate about what they are teaching create students who are more likely to be enthusiastic about learning. Another aspect of being competent and dedicated as an instructor is staying current with up-to-date teaching methods and available technology. Teachers today have more resources available than ever before and it is important for them to understand how to find and effectively use them to the benefit of their students. Teachers are now empowered to use software and hardware to individualize the training each students needs.
To become particularly competent educators must be adaptable in the planning and execution of their instruction. Recent and ongoing research has caused administrators and instructors to understand the necessity of differentiating lessons for a variety of students (Marzano, 2007). Teachers must be able to create exercises on a single subject for several different learning styles in order to expertly educate each one of their students. Beyond differentiating direction, teachers must also be able to adapt on the spot when they see that an activity is ineffective. If a teacher can see that their plan is not having the desired effect and then modify it immediately they provide their students with the best chance of learning the subject matter. Educators who are competent and dedicated tend to be naturally adaptable and able to observe each of their students’ needs giving them the best chance at success.
Marzano, R. (2007). The Art and Science of Teaching a Comprehensive Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development. [Kindle DX version] Retrieved from Amazon.com