| Continuing Professional Development |
 |
|
The effective teacher is a life-long learner who is self-aware, seeks resources for extending his/her understanding and practice, and participates in a professional community of practice.
I demonstrated my appreciation of the role that reflective practice takes in directed Reading Response 10 of Bransford�s chapter 8: Teacher Learning. I further extended my understanding of reflective practice through reflection on a professional article about the practice: Loughran, J.J. (2002) Effective reflective practice: in search of meaning in learning about teaching. Journal of Teacher Education 2002; 53; 33 I also strengthened my understanding and appreciation of the role that peer review and shared reflection can have through reading and reflecting on a professional paper: Gehringer, J. (2000) The critical friends projects: are they critical? These reflections are found in Application Activity 10. I then applied my growing insight about ways to work with co-workers to improve my practice by inviting fellow students to participate in a feedback seminar that used a structured feedback model to elicit specific feedback from my colleagues regarding strengths and weaknesses of my unit design. Seminar. |
| Standard IV- The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession |
 |
| The beginning teacher knows and understands:
4.9k the importance of participating in professional development activities to enhance content knowledge and pedagogical skill; 4.10k the importance of documenting self-assessments; 4.11k characteristics, goals, and procedures associated with teacher appraisal; and 4.12k the importance of using reflection and ongoing self-assessment to enhance teaching effectiveness. |
| The beginning teacher is able to:
4.12s participate in various types of professional development opportunities (e.g., conferences, workshops, work with mentors and other support systems); 4.13s enhance content and pedagogical knowledge through a variety of activities (e.g., reading journals, joining professional associations, attending conferences, engaging in coursework); 4.14s use evidence of self-assessment (e.g., portfolio) to identify strengths, challenges, and potential problems; improve teaching performance; and achieve instructional goals; and 4.15s use appropriate resources and support systems inside and outside the school to address professional development needs. |
|
|
| Reflection and Evidence |
|