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EDUC 6610J-
Teacher Professionalism Master of Science in Education, Walden University EDUC 6610J-17: Teacher as Professional What is Teacher Professionalism? In my opinion, teacher professionalism is very hard to define in a simple sentence. I believe this because there are so many things that need to be considered when explaining what a teacher does every day of their career. Of course, like any other profession, there are certain expectations such as coming on time, being prepared, following expected ethical guidelines, and being dressed appropriately, as pointed out in the RWRCOEL professional dispositions (2016). But these are not the only expectations that teachers must keep in mind daily. Teachers choose this profession in large part because of the desire to help children. This can mean a myriad of different things, such as: wanting children to learn from an expert in the field, allowing the children to develop their natural abilities, and desiring to make a difference in the lives of children (Nieto, 2010). Understanding why teachers teach has allowed organizations such as the National Board for Professional Teaching Standards and even Walden’s RWRCOEL to create standards that remind teachers of their motivations for teaching. Being a teacher professional means to be committed to the students and the community in which you teach (NBPTS, 2020). Being prepared with differentiated instruction based on data from the students’ knowledge and prepared to answer any questions about the topics you teach that students may have (NBPTS, 2020) & (RWRCOEL, 2016). Effectively communicating with students about the topics helps them learn and with the stakeholders to have the best chances for success (RWRCOEL, 2016). Adapting to the changing curriculum,
students, technologies, and standard practices through professional development and collaboration (RWRCOEL, 2015 & 2016). In my current teaching practice, I believe that I am in progress of developing the essentials to be a proficient teacher professional. I categorize myself as in progress because, as a teacher professional, I understand that this career is ever-changing and requires me to be a lifelong learner (RWRCOEL, 2015). I have reflective practices that allow me to evaluate how I have met the standards I have set for myself and nationalized standards. I believe I do well with using technology following the technology proficiencies (2015). I consider myself adequate to effectively communicate with scholars and continue learning new ways to reach the students (Laureate Education, 2016). And I regard myself as competent when describing my commitment to my students (NBPTS, 2020). In my short career thus far, I have never let my commitment to my students waver. With every lesson plan that I teach, I consider how my teaching style may not be sufficient for every child and think about what I could do to adapt to my students. I also commit to my students by recognizing my words impact my students; after reflecting on the video Teacher as professional: The teaching profession and continuously encouraging my students to work hard because they are valued and loved in my classroom (Nieto, 2010). However, to be under the impression that I fully meet all expectations of the profession’s standards in only my second year of teaching would be naive and unfortunate. I have the professional goal to improve my ability to be a part of the community and meet all my students’ needs every day. That being said, I think that Ms. Haney from Ms. Nieto’s Why We Teacher Now has provided an excellent example of what to strive for as a teacher
teacher development standards today, mainly in the commitment we make to our students
per the NBPTS core propositions and understanding the learner per the RWRCOEL
diversity proficiencies. It is also discussed in Nieto’s video and book about the reasons
why teachers teach (Laureate Education, 2010) & (Nieto, 2014). In addition,
understanding that the way teachers teach affects the students and, therefore, we must
communicate effectively to have the best outlook for our students, as discussed in Yavuz
& Güzel (2020).
I anticipate my teaching practices will continue to transform and positively impact
my students by assisting students in realizing their full potential while understanding
that the
conclusions they draw do not need to be accurate at first but will give me an opportunity
to build their confidence. (Takaya, 2008). Bruner’s theories transform my teaching
practices by understanding every student brings their own culture to every situation and
creates their culture within every situation. Bruner states that culture is not mutually
exclusive. Culture shapes how learners make meaning of the information. It is the
teacher’s responsibility to provide multiple ways to make meaning of the information. I
can relate this to how I use the Universal Design for Learning (UDL) to help students
make meaning.
What is Positive Social Change? According to Walden’s website, social change is defined as “working to improve the lives of others” (n.d. para. 2). I agree with this definition of social change and hope to exemplify it in my work every day. I believe that within the field of education, there are many ways to enact positive social change. Within my classroom, I can create positive social change by ensuring that every child feels valued, relating to the professional dispositions (Laureate Education,
2016). With my students, I remind them that they are loved and adapt to their needs to make sure that they know their voice is heard. Creating the feeling of being valued and respected also happens in my classroom during Social Emotional Learning (SEL). This cultivates a positive social climate, and during the lessons, I have been able to create a closer bond with my students. This close bond with my students has allowed them to feel safe to share any and every detail of their life with me. When students feel safe in their environment, it helps them feel ready to learn (Yang, Chan, & Ma, 2020). Another way to create positive social change is to follow the UDL to allow every child to access the information at hand and demonstrate their knowledge. UDL “reduces barriers in teaching, provides adaptations, appropriate supports and challenges, and maintains high expectations of achievement for all students” (Gamboa, Builes, & Monsalve, 2017). In my opinion, this creates social change because students would not have to question their intelligence, which would improve their life. After all, it would build their confidence and achieve success. Following UDL also connects to the core propositions, dispositions, and proficiencies because it holds teachers responsible for planning differentiated instruction, holding high expectations for all students, and understanding the learners. Overall, I feel that being a teacher professional includes many aspects that can be represented in the standards. It is a teacher’s responsibility to enact positive social change, put students first, and continue to develop to create the best learning experience for the children we serve. Referen ces Nieto, S. (2014). Why we teach now. New York, NY: Teachers College Press Laureate Education. (2016). RWRCOEL professional dispositions. Retrieved Nov. 13, 2020 from https://class.content.laureate.net/390c0924723dc502253f764a9c468bc3.pdf
