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Professional development for teachers: how can we take it to the next level? Schools should offer more support and time for training, but teachers also need to take responsibility for their own growth, writes Ross Morrison McGill * Share26

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Professional development: in the ever changing world of education, teachers need to grasp training opportunities with both hands. Photograph: stagingweb.alamy.com Lately, the teaching profession has never been given so much limelight. We can thank a couple of gentlemen for this, but this is not the main purpose of my retort to Tim Brighouse's article on teacher (CPD) continued professional development in The Guardian on Tuesday. What I would like to do, is impart an objective and balanced leadership perspective on staff professional development, from trainee teacher to headteacher, in order to present to you what I really think of staff development for our profession. Over the past 20 years, I have developed, evolved and grown; I have increased, shed-skin and reincarnated myself as a teacher each year, every term and every other day, in some cases. Predominantly, for the greater good of my students and for my own career, in order to maintain on-the-pulse professionalism for the benefit of the schools I have worked in. Professor Carol Dweck calls this a 'growth mindset' in her fabulous book Mindset. Recently, I counted the training that I had received, which I believed had made a significant impact on my career. The number barely reaches the first finger on my second hand. I would not be the teacher I am today if I did not reflect on my practice; remain open to critique and simply want to do better. Ultimately, what attracts the teacher to the profession is our innate disposition to impart knowledge, inspire and to continue to learn for ourselves. However, this is not the case for all of us and perhaps where we may let ourselves...
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