Educational Reform from a Personal Perspective - Essay Example

• What are your goals in the next 5 years? In the next 10 or more years? Having a goal in life is a step towards success as the vision of the fulfillment of one's dreams should be enough to keep a person in track. A goal restraints the individual from veering too far off from the path and keeps the person's mind firmly on the mark. For the next five years, I would endeavor to improve myself as a person as I am of the opinion that an educator who is equipped mentally, emotionally and physically is a healthy teacher who is more than capable of handling whatever challenge the schoolroom may have in store (Dana 2009). That is, I plan on becoming a better person so as to facilitate the introduction of a better educator that I believe I can become given the opportunities and challenges that are certain to come my way. For the next few years I will strive to apply the proper level of knowledge in creating different approaches in teaching that are constructive and applicable to my students. I will endeavor to incorporate technology and current trends in carrying out my academic goals and will constantly be on the lookout for current and up to-date methodologies and tenets in teaching. I will be more conscious to differences in culture, levels of perception, behavior and other factors that mark the individuality of a student and will be more receptive and responsive to the needs that such distinction may call for. Most importantly, I will work hard to prepare my students to think critically and take on responsibilities in the context of life in general and not look at the school as an indispensable institution that must be hurdled as an entry-way to life, but as a celebration that will mark their readiness to take on a more complex journey. • What steps are necessary to get you to your goals? What obstacles might you foresee and how will you overcome them? For the following years, I plan to develop a personal teaching style that would integrate cultural, academic and behavioral diversity by establishing a learning environment that highlights personal dignity and acceptance. That is, this method would take into consideration the geographic communities around the school and will engage the students in a multi-faceted education which would bring about character formation and social awareness (Dana 2009). This method would likewise teach my students to be conscious of verbal, non-verbal, as well as verbal underpinnings in communication so as to attain a more open and interested schoolroom where the students will be conscious of their peers which would foster community collaboration and peer support (Dewey 1997). I want to be able to establish a teaching method where the classroom is a place where the students learn and not just from their teachers, but from themselves as well. I am envisioning a transformation of the schoolroom from a place where the teachers teach and the students listen into a ceremony where everyone will take part in the teaching and everyone will benefit from learning. • What is one principle from the INTASC Principles website that you feel you must improve the most to be effective in the education profession? What existing professional development programs might you pursue to address the need to improve in this area? The tenth principle under the Interstate New Teachers Assessment and Support Consortium (INTASC) stresses the importance of fostering interpersonal relationships in order to promote the well-being of the students and place them healthier environment that would facilitate a better academic and personal growth. I have always believed that learning is a process more complex that having to listen and perceive (Dana 2009). I have always believed that several factors affect learning ability and that it could not be blamed solely on state funding, federal government priorities or even the quality of the educators (Gorton 2008). After all, the government may devote billions of dollars to education and the acceptance of teachers may be made more stringent by raising the bars so high that only those with PhD's and MBA's may apply, and yet the level of learning will remain unchanged. That is due to the fact that learning, as a process, is highly personal (Martin 2005). It is subjective to the point of view of the student (Marzano 2003). It cannot be mass-implemented and be expected to gain uniform results (Schramm 2002). It involves brain function and emotional performance. It requires personal commitment and character strength. It necessitates human devotion and hard work. It cannot be store-bought. It has to be tailor-made. But then again, the problem in limited educators, lack of decent schools and unavailability of funds will arise (Tyack 1997). As such, education has become one for the masses with a "one size, fits all" policy (Tyack 1997). This then cannot be changed as much as there is no one to blame. But this is not a problem without a solution. We need not implement a "one-on-one" schoolroom (Dana 2009). We need not re-structure the system where everything would be designed based on the specificities and inclinations of a particular student. We do not have to take every propensity, behavior and circumstance of a student into consideration to create a spectacular module and teaching methodology that is as encompassing and complex as a melting pot of subsets and inter-species. We only need one system - even the current system will do. We need not alter it if it is working properly. What we need to change is its implementation (Marzano 2005). In the United States, a typical classroom of thirty students would be composed of whites (40%), African-Americans (30%), Asians (15%), Mixed Origins (10%), and Europeans and other Easterners (5%) (Gorton 2008). Oftentimes, this same classroom would be mostly girls at 56% and that about 17% of them are devout Christians (Gorton 2008). On this demographic alone, the differences in their behavior is remarkable. This would only translate in also a remarkable variation in their educational habits or tendencies (Hoy 2007). But then again, this could be addressed not by skewing the module in several ways to accommodate all their personalities, but to access a reserve section that has not been tapped before. The tenth INTASC principle highlights relationships to create mutually beneficial connections so as to provide a more personalized system of teaching. This may be found in the teachers building bridges with the parents (Dana 2009). I believe that this is an INTASC principle that must be improved on. I believe that parents must be apprised of their importance to the learning process. The parents must be informed of the importance of their role. The illusion that the schoolroom is the only place of education must be erased (Kozol 1991). After all, education can be found anywhere. With the participation of the parents, the education of the students will somehow be "tailor-made" with the presence of their parents as overseers and instigators of a more guided learning (Ravitch 2010). The parents, hand-in-hand with the teachers will be able to gauge the performance of their child and provide the corresponding assistance according to the performance or capability of the student. A lot of parents, especially those who are working will most likely oppose to this concept and will even raise the issue that they send their students to school to learn and that making them teach their own kids would render the schools useless (Martin 2005). But the fact of the matter is that the parents' participation in their child's learning need not be of such magnitude as would defeat the purpose of the schools. The participation of the parents would only be limited to monitoring the performance of their kids (Ravitch 2010). Should there be no cause of alarm with regards their child's grades, then they need not be bothered with a detailed mentoring program. However, when the child has shown signs of being behind in school, then the parents must work hand-in-hand with the teachers in ascertaining that the child be assisted (Hoy 2007). William H. Jeynes (2010) in his work "Parental Involvement and Student Achievement," stated that students benefit when their parents are involved in their education. Jeynes (2010) said that one factor that highly affects the performance of the students is parental expectations. That is, students tend to achieve more when their parents expect more. Marzano (2005) has discussed several types of involvement. One, and probably the most common form of parental involvement in their kids’ education is by communicating regularly with their kids' teachers. In this manner, the parents act as partners of the teachers. Parents usually monitor the performance of their kids through home works, examinations and school projects (Marzano 2005). Another way for the parents to be involved is by joining volunteer activities in their child's school. In some schools, they ask for volunteers in helping in the teaching per se, conducting fundraisers and other programs and assisting with extra-curricular activities (Marzano 2005). In this regard, the schools must likewise be receptive to this type of development(Drake 2004). The school must encourage the parents to participate and they should provide more areas and events with which the parents may take part of. Also, the participation of parents may be encouraged in policy formulation, implementation and other school matters through the Parent-Teacher Association (PTA) (Kozol 1991). • What professional development programs might you enroll in to help you prepare to meet the diverse needs of today's learners? Given the diversity of the students, I believe I will gain a lot from joining the Teacher Exchange Program. This type of program, much like a student exchange program, allows the teachers to participate in a direct exchange of position with their colleagues from other countries for a time. Most programs have teachers spending one semester up to a year under the exchange program (Ravitch 2010). I believe that being made aware of the cultural differences from the point of view of the person who is different will equip me with the necessary sensitivity and consciousness to handle the needs of my students. Also, through this program, I believe that I will also gain an understanding and appreciation of the different educational systems and their respective cultures. Likewise, I may be seen as a new perspective in educational reform in the country where I will be sent and the methodologies and principles I bring may be made beneficial to such place and this transformation in their education will be the contribution of the school and country that I represent. • How will you evaluate your progress? What will help keep you motivated toward achieving those goals? The participation of the parents in school is a physical undertaking as much as it is an integral development. The increase in participation in school programs and the enactment of policies geared towards a more visible parent-teacher-student relationship will be the sign that a step towards total integration and development is happening. The improvement in the child's learning and the development of his attitude towards school are enough factors to keep me motivated to attain this goal. The evolution of the concept of an educational institution as an experience that transcends the four walls of the classroom is a deeper and more complex factor that would keep me searching for ways to improve the method of teaching. • What professional organizations will you join? Explain why. What do you expect to gain from membership in these organizations? I would like to be a part of the International Reading Association (IRA). This is an international organization created in 1956 geared towards the promotion of reading throughout the world. IRA aims to improve the quality of reading instruction and encourage and promote reading as a lifetime habit. I have always considered reading as an activity that plays a major role in learning as this exercise opens new doors and introduces new concepts and ideas to the reader. As such, I believe that joining this organization will help me understand the dynamics of reading and how nations around the world are faring in this undertaking given that this is an international organization with a wide support coming from different educators worldwide. • What techniques will you use to help you develop leadership skills? Leadership skills involve strategic, managerial and operational skills (Dana 2009). Strategic skills may be shown when the leader formulates strategy, creates policies, positions the organization in the over-all market and builds the organizational environment (Dana 2009). Managerial skills involve establishing processes or systems with which the organization may refer to for the attainment of their goals, creating a method of structural development and instilling methods of maximizing the organization’s potential (Dana 2009). Whereas, operational skills involve the conduct of the everyday affairs of the organization (Dana 2009). Being an educator, I believe I can foster my strategic skills in establishing well-crafted lesson plans that are constructive, challenging and well-within the capacities of my students. I can hone my strategic skills through the schoolroom by ascertaining that the lessons that I impart to my pupils will make them competent, if not better, when placed amongst their contemporaries. My managerial skills on the other hand, will be sharpened up as I establish ways and means to effectuate my teaching under the policies and regulations of the school. My managerial skills will be exercised as I take it upon myself to educate my pupils without the direct control of anyone but under the guidance of the school's thrust and mission-vision. The conduct of everyday classes will surely put my operational skills to full use. Having to cope with the daily grind of the classroom and the usual antics and eccentricities of the students will greatly aid me in modifying certain elements of the module so as to become applicable to the daily setting. Likewise, being goal-oriented, maintaining high standards, being responsible, having the ability to conform, being flexible, possessing team spirit and my belief in the importance of giving out rewards are some of my traits which I believe can help me in developing my leadership skills. My being goal-oriented will enable me to bring any task into completion. I also believe that setting high but attainable standards is necessary so as to encourage a slack in the pace. Being responsible is also necessary in any undertaking. As a leader, responsibility is a necessary trait to fast-track the success of the organization and to set an example to the rest. Having the ability to conform to rules or other policies is a trait that must be seen in a leader as he must place himself culpable under the same law to which he would subject his followers. The ability to alter or modify certain areas of the plan must also be found in a leader. After all, plans rarely happen down to its last detail. A good leader must know how to adapt. Having a team spirit is likewise necessary. A team-minded leader is conscious of the well-being of his followers and is not likely to take steps to the detriment of the many. I also believe in the importance of giving out rewards. I believe that in order for an organization or a team to become successful, constant performance appraisal must be done and every time a sector or a person is measured as performing well, I believe it necessary and beneficial to tip them and give the outstanding person a token for a job well done. References Dana, N. (2009). Leading with passion and knowledge: The principal as action researcher. London: Corwin Press. Dewey, J. (1997). Experience and education. London: Free Press. Drake, S. (2004). Meeting standards through integrated curriculum. Virginia: Association for Supervision & Curriculum Deve. Gorton, R. & Alston, J. (2008). School leadership and administration: Important concepts, case studies, and simulations. McGraw-Hill. Harris, S. (2009). Examining what we do to improve our schools: Eight steps from analysis to action. London: Eye On Education. Hoy, W. & Miskel, C. (2007). Educational administration: Theory, research, and practice. London: McGraw-Hill. Jeynes, W. (2010). Parental involvement and academic success. New York: Taylor and Francis. Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: HarperPerennial. Martin, G. (2005). School leader internship: Developing, monitoring and evaluating your leadership experience. London: Eye On Education. Marzano, R. (2005). School leadership that works: From research to results. Virginia: Association for Supervision & Curriculum Deve. Marzano, R. (2003). What works in schools: Translating research into action. Virginia: Association for Supervision & Curriculum Deve. Ravitch, D. (2010). The death and life of the great american school system: How testing and choice are undermining education. New York: Basic Books. Schramm, S. (2002). Transforming the curriculum. Maryland: R&L Education. Sowell, T. (1992). Inside American education. London: Free Press. Tyack, D. (1997). Tinkering toward utopia: A century of public school reform. Massachusetts: Harvard University Press. Tyler, R. (1969). Basic principles of curriculum and instruction. Chicago: University of Chicago Press. Read More