Home Free Lab ReportsDefining Teacher Professionalism Katrina Hritz Walden University EDUC-6610

Defining Teacher Professionalism Katrina Hritz Walden University EDUC-6610

Defining Teacher Professionalism
Katrina Hritz
Walden University
EDUC-6610: Teacher as Professional – Dr. Smith
Summer 2018Teacher professionalism in the 21st-century can be defined in many different ways which they all would be correct. Supporting teacher professionalism wrote, “Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.” (Talis, 2013) To me some of the characteristics of professionalism is being on time, dress appropriately, being positive, offer assistance, be accountable, and don’t air out and dirty laundry!
As an educator, we should find out what students think what they thought what teacher professionalism is to them. So Parson surveyed High School Students ages 15 to 19 to get their opinion of what five qualities they thought effective teachers should have, according to students the listed the following. (Peterson-DeLuca, 2016)
The ability to develop relationships with their students
Teachers need to be able to build trusting relationships with students in order to create a safe, positive, and productive learning environment
Patient, caring, and kind personality
Personality characteristics related to being a compassionate person and having a sensitivity to student differences, particularly with learners, was the second most frequently reported quality.

Knowledge of Learners
Knowledge of the cognitive, social and emotional development of learners. It includes an understanding of how students learn at a given developmental level; how learning in a specific subject area typically progresses like learning progressions or trajectories; awareness that learners have individual needs and abilities; and an understanding that instruction should be tailored to meet each learner’s needs
Dedication to teaching
Dedication refers to a love of teaching or passion for the work, which includes a commitment to students’ success. “always willing to help and give time.”
Engaging students in learning
Students also said that teachers should be able to engage and motivate students to learn. Researchers talk about three types of engagement that are required for students to learn: cognitive, emotional, and behavioral.

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Knowing the qualities of what student looks for in a teacher I know I will be able to communicate and motivate the students. I will strive to be a great teacher to them.
We are now in the 21st century, technology has taken over, and it is a big part of lives now, and it is now an essential role in the lives of teachers and students of today, by permanently changing the way we teach and learn. Like every situation, there will make the Pros and Cons list, but overall I believe it is a crucial tool to use. By integrating technology into the classroom’s, I think it will enhance the way students will learn. Having technology will make the student’s more eager and excited to learn therefore encouraging and motivating them.

Pro side of having technology in the classroom being able to use the interactive learning tools and apps. Teachers can have their daily lesson plan electronic and connect to display on a smartboard or other technology in the classroom. Students will be to access e-textbooks, able to take notes, use educational apps for reinforcement, and the endless learning resources.
Con side of having technology in the classrooms can be a distraction to the students. Having iPads part of their daily education because the children will be distracted by games and other non-educational websites. Sadly, the education system has an issue aside from the distractions from games and surfing the web.
I have seen teachers solely use technology for teaching. As I mention before I am a para in SPED inclusion classroom, I have witnessed a lot of different things that are not in my definition of what I think teacher professionalism is. I feel like technology should be used in moderation for all students. The head teacher I was assistant to gave them iPads to do a specific app for their online work, she also gave them free time, or when she doesn’t want to be bothered. When the other para and I tried to do small group activities to work with them on math, reading comprehension, and vowel sounds, they want to rush through what we have for them because they want their iPads or have free time!
I want to be the teacher who interacts with the students, get them excited to learn new things, find ways to capture their interest, and show them that what they learn in school will have a significant impact on them in years to come. I want to connect with their parents to ensure that their child is getting the best possible education in my classroom.
In comparison to Haney’s thoughts and experiences as reflected in “Why We Teach Now” (Neito, 2016) I believe that she maintained a great level of professionalism within her teaching practices. One example of how Haney advocates for positive social change is her statement “From my own experience, I have learned that if students have teachers with high expectations, they will rise to the challenge, meet goals, and exceed them” (Nieto, 2016). This statement shows that Haney makes her lessons inclusive of all students so that they can be successful in the opportunities that are available. Haney’s teaching style aligns with disposition five which states that we are to “advocate for positive emotional and social learning environments” (RWRCOEL, 2016).
Haney is an inspiration to me in several ways. I felt a connection with her when she wrote about the challenges that she had to endure when she was a student because I had the same difficulties. The other reasons Haney impressed me are how she was able to pull the community together and brought the outdoor world in. I feel like Haney tried to get to know her students so that she could create authentic experiences for them. I strive to do the same in my class so that I can differentiate my instruction and provide each student or group of students what they need to be successful with every lesson. Within my current, position of being a Para, I try to be flexible and apply my knowledge of the propositions, proficiencies, and dispositions to establish professionalism within my teaching.
I am hoping while being in the MSED program through Walden I plan to implement the propositions, proficiencies, and dispositions which have already impacted my outlook on my teaching career. I will stay committed to my students and their learning by providing them with a rigorous education that caters to their individual needs (NBPTS, 2016). I will continue to educate myself on the changes that occur in the field of education so that my students are receiving the most updated and relevant forms of education. I will know where my students are academically through a variety of assessment methods that will show me what their current level of understanding is. I will “think systematically” (NBPTS, 2016) and understand my part in my classroom, school, and system as a whole. Leaning on those around me in the large community that I have available to me will also help me become a more well-rounded and professional teacher.
I will also adhere to the dispositions which state that you should create a positive social and emotional learning environment. (RWRCOEL, 2016). My classroom and lessons will remain all-inclusive as I provide authentic learning experiences for my students. Technology is a huge part of my classroom, and I plan to continue providing technology-rich lessons that expose the students to technology that they may use in the future. Technology is also a tool that is used for collaboration so that I can share ideas and experiences with colleagues.

References
Supporting Teacher Professionalism – Insights From Talis (n.d.). Retrieved from http://www.oecd.org/education/supporting-teacher-professionalism-9789264248601-eLaureate Education Inc. (2016) Professional Dispositions. Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201720_04/1_Standard_Documents/1_Current_Documents/MSED/MSED_RWRCOEL_Professional_Dispositions.pdfLaureate Education Inc. (2016) Diversity Proficiencies. Retrieved from
https://class.waldenu.edu/bbcswebdav/institution/USW1/201720_04/1_Standard_Documents/1_Current_Documents/MSED/MSED_RWRCOEL_Diversity_Proficiencies.pdfNational Board for Professional Teaching Standards (NBPTS). (n.d.). Five core propositions. Retrieved from http://www.nbpts.org/five-core-propositionsNieto, Sonia (2015). Creating Spaces that Breathe Hope.  Mary Jade Haney (Author).  Why We Teach Now.  ePub Version.  (Part 4, Chapter 9). 
Walden University Library. RWRCOEL Technology Proficiencies. Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201720_04/1_Standard_Documents/1_Current_Documents/MSED/MSED_RWRCOEL_Technology_Proficiencies.pdfTop Five Qualities Of Effective Teachers, According To (n.d.). Retrieved from https://www.pearsoned.com/top-five-qualities-effective-teachers/Technology And The New Generation | Teen Escapades. (n.d.). Retrieved from https://allykiely.wordpress.com/2014/12/08/technology-and-the-new-generation/

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