Continuous Personal and Professional Development
The following essay is a reflection on the role of the teacher in the life-long learning sector and evaluation of my role in it, and secondly the importance of engaging with continuous professional development and a comparison of theories and models of reflective practice and how they can be applied to my own personal development as a learner.
The process I have adopted throughout my teaching is a five stage teacher/training cycle, that of identifying needs and planning, designing, assessing, evaluating and facilitating lessons (McGuigan: 2011), whether it is in conjunction with a scheme of work and its corresponding lesson plans, or whether the course and lessons are self-generated. This process allows teachers to handrail good practice whilst applying the roles of a teacher, and conversely the ten roles, (Harrison et al: 2007) carried out diligently, help assisting the teacher in continuous personal development, not only as teachers, but as leader. Although it may appear that by asking a teacher to be a leader I am asking them to run before walking, as I shall reflect, it is hard to imagine how a teacher can be effective without sharing, introducing and reflecting with colleagues in the style the ten roles below suggest. The first part of this essay therefore discusses the ten roles and how, when followed help career development. The second part of this essay will concern itself with professional bodies and the qualifications than can provide in helping teachers in the life-long learning sector to stay concurrent and a reflection of my role in it, as well as the CPPD I have undertaken and plan to action in the future. Of the ten roles of a teacher/leader the first is as resource provider. By engaging with and sharing instructional ideas from sources ranging from websites, articles, lesson plans and policy documents, an individual’s continuous personal professional development is promoted through reflection of the resources as is that of their colleagues
The process I have adopted throughout my teaching is a five stage teacher/training cycle, that of identifying needs and planning, designing, assessing, evaluating and facilitating lessons (McGuigan: 2011), whether it is in conjunction with a scheme of work and its corresponding lesson plans, or whether the course and lessons are self-generated. This process allows teachers to handrail good practice whilst applying the roles of a teacher, and conversely the ten roles, (Harrison et al: 2007) carried out diligently, help assisting the teacher in continuous personal development, not only as teachers, but as leader. Although it may appear that by asking a teacher to be a leader I am asking them to run before walking, as I shall reflect, it is hard to imagine how a teacher can be effective without sharing, introducing and reflecting with colleagues in the style the ten roles below suggest. The first part of this essay therefore discusses the ten roles and how, when followed help career development. The second part of this essay will concern itself with professional bodies and the qualifications than can provide in helping teachers in the life-long learning sector to stay concurrent and a reflection of my role in it, as well as the CPPD I have undertaken and plan to action in the future. Of the ten roles of a teacher/leader the first is as resource provider. By engaging with and sharing instructional ideas from sources ranging from websites, articles, lesson plans and policy documents, an individual’s continuous personal professional development is promoted through reflection of the resources as is that of their colleagues
Bibliography: Blase, J., & Blase, J. (2006). “Teachers bringing out the best in teachers: A guide to peer consultation for administrators and teachers.” Thousand Oaks, CA: Corwin Press. Coaching Acadamy (2013). “Free 2 Day Certificate in Personal Coaching.” http://www.the-coaching-academy.com/coaching-course/free-coach-training.asp?sr=ppc&nw=search&kw=the%20coaching%20academy&gclid=CKzu45inw7YCFY3MtAodt3EA1g Accessed 9/4/2013 Department of Education (2013) “Train to Teach Roadshows.” http://www.education.gov.uk/get-into-teaching/events/train-to-teach Accessed 10/4/2013 Harrison, C., Killion, J., (2007), “Ten Roles for Teacher Leaders”. ASCD. http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/Ten-Roles-for-Teacher-Leaders.aspx Accessed 1/04/2013 Institute for Leadership and Management (2013) “Creating Leaders”. http://www.i-l-m.com/ Accessed 28/3/2013 Institute for Learning, (2013), “What is CPD?” Accessed 4/4/2013 Institute for Learning, (2013), “Gaining QTLS or ATLS: Professional Formation” McGuigan, G. (2011). “Teacher/Training cycle" http://www.studymode.com/essays/Teacher-Training-Cycle-735028.html Accessed 1/04/2013