Continuous Personal and Professional Development

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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 through the interaction of ideas. Then these ideas are taken forward into the classroom where those resources are provided to the learner. In short, the research of good ideas allows me to stay concurrent and run them by colleagues to help develop theirs and my lessons. The second role is as instructional specialist. They help with teaching strategies which may include those unfamiliar to colleagues due to their contemporary nature. Research-based classroom strategies (Marzano et al 2001); explore which instructional methodologies are appropriate for the institution, something particularly relevant when teaching in the life-long learning sector rather than schools. Curriculum specialist is the third role. A thorough and well-practiced knowledge of the curriculum taught and why it is taught is essential for its correct implementation. It allows for the correct and efficient use of resources and standardizes practice. Fourthly, Being a classroom supporter to colleagues, and requesting they replicate this for you, proved effective for me and my peers. We aid each other in the implementation of ideas in the classroom. This has proved to be an extremely effective aid to CPD as it allows all of us to not only share what we have learnt, but also our unique interpretation on it. One commentator has written, “Consultation with peers enhanced teachers' self-efficacy (teachers' belief in their own abilities and capacity to successfully solve teaching and learning problems) as they reflected on practice and grew together, and it also encouraged a bias for action (improvement through collaboration) on the part of teachers. (Blase and Blasé: 2006: p. 22)

The fifth role is as a learning facilitator. I have carried this role out through my validation role of other instructors at my work place. I have learnt techniques from them that are most effective, some of which I had once learnt but had since forgotten, or through them, have seen better ways to implement them, such as...
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