The teachers and I will uphold the ideal of “cause beyond oneself” and work together with the school community to achieve success through thoughtful and purposeful practice. A supervisor that is a student and teacher at heart will create meaningful relationships with staff and community, show genuine concern for the teacher’s stage of development and professional growth, and be a continuous learner by example. Building relationships will create a strong platform for change. Supervision reminds me of teaching in in many ways. Educators create classrooms that become democratic communities by valuing thoughts and individual needs.
The qualities I believe are necessary to be an outstanding teacher are leadership, content knowledge, classroom management, and the most important passion. It is important that teachers understand the content knowledge that is being taught; so they can they relay the information to their students. Classroom management and leadership in my opinion go hand in hand. As a teacher it is important to be a leader in the classroom. Students go to their teachers for guidance and support, therefore it is imperative that teachers are good listeners and display their leadership skills.
School and teachers can influence the extent and quality of learning for all students. Teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life. Educators have control over numerous factors that influence motivation, achievement and behaviour of students. They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences.
Direction ought to be founded on understudies existing mapping or mental structures, to be viable. The association of data is associated in such a way, to the point that it ought to identify with the current information in some significant way. The cases of psychological methodology are Analogies allegories. The other intellectual procedures incorporates the utilization of confining, plotting the mental aides, idea mapping, propel coordinators et cetera ( West, Farmer, and wolff,1991). The subjective hypothesis primarily stresses the significant undertakings of the instructor/creator and incorporates examining that different learning encounters to the learning circumstance which can affect learning results of various people.
This requirement covers information about pupils and colleagues and extends to communications with others in social as well as work-related situations. Continuing professional development Classroom assistants will take advantage of planned and incidental self-development opportunities in order to maintain and improve the contribution that they can make to raising pupil achievement. Asking for advice and support to help resolve problems should be seen as a form of strength and professionalism. Apart from underpinning a range of qualifications for teaching assistants, the National Occupational Standards can be used for a range of HR purposes including developing job descriptions, supporting recruitment and selection, workforce planning and deployment, defining performance targets, identifying training and development needs, developing and evaluating training programmes, and evaluating individual and team performance.
When leading team based groups in devising goals and strategies, the process of change is collaborative. During this process, it is necessary, as a leader, to continue to assess in all areas that are covered under the special education law, as well as, ensuring all the educational needs of the students are being met. Handling conflict among teachers takes effort, as well as, planning for professional development opportunities, so teachers remain informed of the current changes, especially in the area of special education. In addition, when terminology is being tossed around such as least restrictive environment, accommodations, and modifications, there is already a support system in place that will aid in follow-through. Green states, “ Although the involvement of parents is an important factor is likely to yield great results in terms of improving instruction in schools, they are not directly delivering instruction to children” (2013, p. 260).
The implementation of inclusion in the classroom by the teacher was evident in the policies to be vital to its success or failure in the classroom. This requires school leaders to ensure their staff understand the impact and explain the significance of creating an environment where every student feels included so that the students will feel included, participate more and benefit in the classroom. Research by Cook et al (2000 as cited in Konza, 2008) found that when teachers show more interest, engagement and experience with inclusion they ultimately had a greater concern for students with special
In education, when developing a coherent and operative instruction for student success, it is imperative to ensure that the such educator can effectively reflect on their philosophical practice as a professional educator within their current grade level. By doing so will allow such educators to maintain supportive, cooperative relationships with professional colleagues and collaborates to support students learning and to achieve campus and districts goals. Reflecting on ones practice will also enable educators to become knowledgeable of the roles and responsibilities of specialists and other professionals within the building and district level. When creating a pathway toward enhancing your reflective practice as a professional educator, it
With more studies done in this area of “teacher professionalism”, there was more focus on the individual and the fraternity as a whole to be more engaged in critical reflective practice. The core idea here is that teaching cannot be thought of in solely technicist tems, but rather can be understood only as an intellectual- and a critical intellectual- undertaking( Giroux, 1988). As professionals, teachers must be responsible and accountable for that which is under their control, both individually and collectively (Preston, 1996). For teaching to considered as profession, some underlying characteristics and contributing factors would be a sound subject knowledge inclusive of pedagogical knowledge; grounded classroom practice where practical and experimental knowledge can be delivered; an underlying interest with issues in curriculum, assessment and other policy matters in education; a meaningful and progressive career progression; a common code of ethics enforced and practiced by all members of the profession; and a underlying commitment to personal and professional
Explain why teachers should adopt “ differentiated instruction “ in class” The cornerstone of differentiation is active planning, the teacher plans instruction strategically to meet learners where they are and to offer multiple avenues through which they can acces, understand and apply learning. In differentiating lessons, teachers must take into account not only what they are teaching ( content) but also whom they are teaching (individual that is students). They need to know the varying readiness level , interests and learning profiles of each of their students and the design learning options to fit into these factors. Differentiated instruction means giving students choices about how to learn and how to demonstrate their learning.
I want to become an assistant principal for one simple reason, the children. I believe that all children can learn under the right conditions. With this in mind, I feel that instructional leaders are responsible for ensuring that the conditions for learning are embedded in the school’s culture. Although my role as a Learning Team Facilitator enables me to have an impact on the academic achievement of students through working with teachers, I believe that becoming an assistant principal will help me to be more of a driving force throughout the school. I possess several personal attributes that are essential in serving in the capacity of an assistant principal.
Education writer, Mary Ellen Flannery in her article, “When Teachers Take Charge,” claims that teacher-led schools could be a part of the future of education. Teacher-led schools are schools where teachers and educators decide what they want the students to learn and what they want to teach. They work together on everything and collaborate with each other to plan. In the article it states that, “Reiche teachers gladly put in the time because it’s so motivating to see the results for student success.” There are many teachers who do care about their students succeeding which is why teacher-led schools should shape the future of education.
Element 1.1.1 - 1.1.3 As a school community, we promote heritage and culture in our school through assemblies and educational presentations to preserve our culture. A huge celebration that takes place is National day where the triad of parent, school and community come together to celebrate our country. Element 1.2.1 - 1.2.3 As a teacher, we are role models to our students, therefore we need to demonstrate punctuality, attendance and proper dress code. Showing integrity in the workplace transfers into modeling a positive work ethic which is reflective of the teacher and school.
In article called, “Honors Code” by David Brooks, there was a boy named Henry V and he is one of Shakespeare's most appealing characters. Henry was rowdy and energetic when young, then turns courageous as he gets older. But in Brooks article, Henry V went to an American school, where teachers find him difficult to manage in class and wanted his parents to put him on medication for “attention deficit hyperactive disorder”. As he grew older, he lost interest in trying and his grades would plummet, he would rebel if the culture was uber-nurturing, and day by day, he’d look completely adrift. “School have to engage people as they are”, this means that teachers should change the environment to fit the need of every student whether they have a disorder or not.