Becoming the Teacher of my Dreams!
Keep reading for the full reflection and rationale behind my 5-year plan for professional development.
My second goal as an educator is to complete training through Conscious Teaching (2020). I was lucky enough to complete my student teaching assignment in a district which was able to invite the founder of Conscious Teaching to speak during a Professional Development day. The speech was called “Conscious Classroom Management,” and I was so impressed. The methods described to build an approach to classroom management directly correlated with an end goal of getting to present curriculum as well as meaningful assessments. What struck me about this approach was that it minimized frustrations on behalf of the students and educators, created a wholesome and consistent environment that would be both physically and psychologically safe for students, and could be easily adapted for the sake of inclusion and multi-cultural classrooms. I practiced applying a couple of the philosophies I learned about within the talk during my student teaching assignment, with an almost 100% positive response from students from my very first day of practice. For these reasons, I absolutely want to continue building my skills in this topic.
The third goal I have to develop as a professional is to complete training in Action Based Learning. This approach integrates movement into the learning process. From my research, I know that this used to be categorized specifically for kinesthetic learners. However, I also know that movement boosts cognition on the whole, and including movement can benefit learners of all styles. Furthermore, students young and intermediate have a natural desire to move; I believe Action Based Learning can help me effectively redirect their natural instincts into building natural paths toward learning and mastery of skills. The portion of this goal which is closest to my heart is the potential for lessons built with Action Based Learning to include students with learning disabilities—specifically attention disorders—as well as help students access study skills while coming from schools or areas with limited resources. An example of this came to me during my field experience as a Masters candidate at National University. One of the schools I visited to conduct observations was a charter school with severely limited funding. What they called “flexible seating” actually meant there were not enough seats for students, and several students in a fourth grade classroom sat on milk crates stacked by the wall. I observed lessons at this site and noticed that they were all constructed with an approach that relied on direct instruction for significant portions of the lesson. It occurred to me after that observation that students certainly would notice a lack of available seating, especially if lessons were geared toward note-taking during lecture. However, if students were utilizing the classroom space to learn, it would suddenly give them many more options to access the information. As an educator with training in Action Based Learning, I could utilize my skills to create an inclusive environment for students with socioeconomic disadvantages, giving them access to quality learning experiences while simultaneously researching how to write grants for more school equipment.
Finally, after I have completed these previous goals, I am determined to continue my education as a teacher by pursuing an Administrative Credential. To me, being an educator is a calling—one that constantly challenges and inspires me. With my Administrative Credential, I can grow strategically in ways that will help me continue my professional path while sharing my heartfelt enthusiasm with fellow passionate professionals in the field. Ultimately, I will be able to create and sustain exciting, innovative, nourishing, challenging, and inspiring environments for students who will eventually become the leaders and creators of the future.
Professional Development Plan:
The main goal for an educator is to prepare and empower his or her students with the knowledge and skills required for a future world. Therein lies the challenge; there is no possible way to know for sure what the future will bring. A plan for professional development can keep a teacher at the cutting edge of innovation, or perhaps can sharpen skills as more and more neurological research helps us understand the science behind learning. The other guarantee in education is that learners are and will become more and more diverse. A plan for professional development can allow an educator to chart a course that will inspire reflection and self-awareness, as well as learn skills for teaching ever-diverse classrooms of the future.
Looking Forward to Professional Development Goals
My first goal as an educator is to complete the induction program through the California Commission on Teacher Credentialing. This induction program is designed to support new teachers during their first two years within the classroom. I am personally excited to dive right into the field and carry out research projects. I am constantly inspired by talking with seasoned educators and professionals in the field of education. The induction program will provide me with a great opportunity to learn from experienced professionals while collecting experience of my own.
My second goal as an educator is to complete training through Conscious Teaching (2020). I was lucky enough to complete my student teaching assignment in a district which was able to invite the founder of Conscious Teaching to speak during a Professional Development day. The speech was called “Conscious Classroom Management,” and I was so impressed. The methods described to build an approach to classroom management directly correlated with an end goal of getting to present curriculum as well as meaningful assessments. What struck me about this approach was that it minimized frustrations on behalf of the students and educators, created a wholesome and consistent environment that would be both physically and psychologically safe for students, and could be easily adapted for the sake of inclusion and multi-cultural classrooms. I practiced applying a couple of the philosophies I learned about within the talk during my student teaching assignment, with an almost 100% positive response from students from my very first day of practice. For these reasons, I absolutely want to continue building my skills in this topic.
The third goal I have to develop as a professional is to complete training in Action Based Learning. This approach integrates movement into the learning process. From my research, I know that this used to be categorized specifically for kinesthetic learners. However, I also know that movement boosts cognition on the whole, and including movement can benefit learners of all styles. Furthermore, students young and intermediate have a natural desire to move; I believe Action Based Learning can help me effectively redirect their natural instincts into building natural paths toward learning and mastery of skills. The portion of this goal which is closest to my heart is the potential for lessons built with Action Based Learning to include students with learning disabilities—specifically attention disorders—as well as help students access study skills while coming from schools or areas with limited resources. An example of this came to me during my field experience as a Masters candidate at National University. One of the schools I visited to conduct observations was a charter school with severely limited funding. What they called “flexible seating” actually meant there were not enough seats for students, and several students in a fourth grade classroom sat on milk crates stacked by the wall. I observed lessons at this site and noticed that they were all constructed with an approach that relied on direct instruction for significant portions of the lesson. It occurred to me after that observation that students certainly would notice a lack of available seating, especially if lessons were geared toward note-taking during lecture. However, if students were utilizing the classroom space to learn, it would suddenly give them many more options to access the information. As an educator with training in Action Based Learning, I could utilize my skills to create an inclusive environment for students with socioeconomic disadvantages, giving them access to quality learning experiences while simultaneously researching how to write grants for more school equipment.
Finally, after I have completed these previous goals, I am determined to continue my education as a teacher by pursuing an Administrative Credential. To me, being an educator is a calling—one that constantly challenges and inspires me. With my Administrative Credential, I can grow strategically in ways that will help me continue my professional path while sharing my heartfelt enthusiasm with fellow passionate professionals in the field. Ultimately, I will be able to create and sustain exciting, innovative, nourishing, challenging, and inspiring environments for students who will eventually become the leaders and creators of the future.
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