My and Professional Development Plan as a Teacher - Personal Statement Example

My Personal and Professional Development Plan as a Teacher Part One: Identify the greatest insight that you received from this course, as well as your greatest hope and greatest concern for effectively meeting the needs of students with disabilities. Building upon all that you have learned in this course, write a brief definition of what it means to be a responsive teacher for students with disabilities. Being a teacher has always been my dream. Being a teacher who makes a difference, I believe, is my goal. That is precisely the reason why I pursue studies in becoming an effective teacher. Professionally, I am aware that teachers need much training for all the tasks expected of them when they begin work. Being an effective teacher encompasses a wide spectrum of responsibilities – from designing an environment conducive to learning, to planning appropriate lessons for students and implementing them with effective educational strategies to being able to manage the class well and instilling discipline in the students, to involving parents and coordinating with others regarding the provision of quality education for the students. That is just for regular students. Teaching students with disabilities would entail a lot more responsibilities to survive the built-in challenges of special education. In this course, I learned that teachers with a genuine heart for caring for children are not prejudiced in selecting who to care for. “Children should be treated fairly regardless of race, religion or abilities. This applies no matter what they think or say; what type of family they come from; what language(s) they speak; what their parents do; whether they are girls or boys; whether they have a disability or whether they are rich or poor. All children have an equal right to be listened to and valued in the setting.” (EYFS, 2007). I also realized that children learn in various ways, not just through visual and auditory means, as most people think. To be a more dynamic teacher, I know I have to acknowledge, respect and adjust to various learning styles. That would entail adjusting my teaching styles to a diverse set of learners. Although teachers are expected to know what to teach children in general, they also need to be able to adjust to individual needs of their students, as not all students learn the same way at the same pace. Trafton (1975) suggests that individualization must include “acceptance of each child as an individual worthy of adult respect,” and that to this should be added “an acceptance of the child’s ideas, a provision of opportunities for pupil input in developing and selecting learning experiences, a concern for the quality of the child’s intellectual development, and a willingness to take time to know the child as an individual” (p. 39). Education is usually viewed as filling one’s mind with knowledge and information. However, I believe that it goes beyond that. Good teaching aims to help an individual develop to his optimum potential while molding his character to be imbued with good values -an individual who is not only after his own welfare but that of everyone else. This goes without saying that an efficient and effective teacher is able to achieve that. An effective teacher is on hand to ignite the spark of interest and motivation of her students. It is now up to the students themselves to turn that spark into a burning flame that would keep them fired up for more learning. Part Two: Identify and describe in detail three foundational concepts that you learned in this course that will be most helpful to you when working with students. The concepts that you choose can be broad or narrow in scope. John McDonnel believes that "Although there is a research base on school reform and systems change, the nuts and bolts of what schools should specifically be doing to make inclusion work is just emerging," (Sharpe, 2005). McDonnell cited three “needs” to focus on. One is the need for more research, which will determine the technology that best supports disabled students in the general education curriculum and in general education classes. Second, there is the need to start training new teachers to serve all children. "I believe that there is a need for both well-trained general educators who have deep knowledge about subject areas and special educators who have expertise in effective instruction for students with disabilities," said McDonnell. Lastly, he pointed out the need to redesign teacher education programs. They should be more aggressive in redesigning teacher education programs to provide novice teachers with common knowledge base and set of experiences. (Sharpe, 2005). According to several authors, the problem lies to poorly planned and poorly implemented inclusion programs (Booth & Ainscow, 2000; Cook, et al, 1999 ). There is a need to study specific techniques, staffing models, and training protocols needed to make inclusion work more effectively. Being aware of this, I shall keep arming myself with the knowledge and skills necessary to be able to serve my students best. Pursuing further studies, attending seminars and conferences to update me on the current trends in education, networking with other professionals in joining professional groups, and merely being in the company of equally committed colleagues who have the best interests of children at heart will go a long way in making me a better teacher. Part Three: Based on one of the concepts that you identified in Part Two, describe in detail two specific actions that you will take to continue your efforts in this area, as well as a rationale for your selection. Next, write a 5-year goal statement for yourself as a teacher who does there best to meet the needs of students with disabilities. Special education is gaining more and more attention in terms of the creation of specialized courses for prospective special education teachers. Dealing with disability has become a well-researched issue, coming up with new interventions to help children with special needs. However, it is in the implementation of these programs to benefit the children concerned which needs more solidification. I do intend to be actively engaged in such an advocacy with the hopes of being an administrator for an early childhood facility catering to children with both regular and special-needs in five years or less. In reaching that goal, I have to prepare myself well. Handling very young children and children with special needs could be a very challenging endeavor, that is why much preparation is necessary in terms of studies, research and honing of teaching skills. Of course, it goes without saying that commitment, passion for the cause and genuine love for children are essential values to make one successful in this career. I may have lofty ideals, but I know I can reach my dreams if I sustain my zeal to reach them. Currently, I am working hard for a degree that provides me with the stepping stones to the fulfillment of my dreams. I intend to gain teaching experience for two years or more by being employed in a regular preschool or a special education school. I can also do private tutoring for children with special needs. I shall keep myself alert in observing the learning needs of children to know how I can better help them. In the mean time, I shall build a network with other people active in the educational field. I am sure I will gain much knowledge from them, and these network contacts may be instrumental in helping me in my future projects on education for the very young and those with learning disabilities. Joining professional organizations will also help me do that as well as provide me with training seminars and workshops to hone my teaching skills. Working with a teacher-mentor would indeed help me in the assessment of my progress as there is another eye that keeps me in check. Regular observations both of me and of my mentor at work and regular meetings on my performance and progress will keep me aware of my demeanor as a teacher. My Personal and Professional Development Plan Development plan for the next year. In a year’s time, I should have completed my educational studies. I shall apply all the things I have learned and continue my professional growth by attending seminars and conference to further equip me with knowledge and skills in my chosen profession. I shall endeavor to be an effective preschool teacher to regular and special-needs children in an inclusive setting. I will also do private tutoring for some who need my services. Development plan for the next 3 years. In three years, I would have gained adequate knowledge and skills to help not only my students and their parents but other aspiring professionals in the field. I intend to conduct trainings and workshops for teachers and parents to help in supporting very young children and children with special needs. As a dedicated teacher, my expertise should be shared with others to spread good practices. Development plan for the next 5 years In five years, I would have gained administrative experience to equip me as an effective early childhood administrator. Of course by this time, I would have learned management skills in running a preschool. The school I will lead will either be a school I have worked for in the past years, or one I establish as my own early childhood center. I shall likewise continue in the research and development of educational interventions for children with special education needs and train teachers in its implementation. My studies and experiences are aimed to build me up as a future administrator of an early childhood center in five years or so. I know I have a long journey to go, but I do intend to learn as much as I can so I can share my knowledge to the benefit of the children who will be placed under my care and tutelage. I believe the ultimate beneficiaries are the children, and rightly so because I want to be able to contribute to the well-being of the inheritors of this earth. That would be my way of helping ensure a better tomorrow for the world. References Booth, T. and Ainscow. M. (2000). Index on Inclusion. Bristol: Centre for Studies on Inclusive Education. Cook, B. G., Semmel, M. I., & Gerber, M. M. (1999). Attitudes of principals and special education teachers toward the inclusion of students with mild disabilities. Remedial and Special Education, 20(4), 199-256. Sharpe, W., (2005). Is There a Downside in Inclusion. Education World. Retreived on October 31, 2009 from http://www.educationworld.com/a_curr/curr320a.shtml The Early Years Foundation Stage, (2007) Effective practice: Play and Exploration © Crown Trafton, P. (1975) The Curriculum. Mathematics Learning in Early Childhood Education. Reston, VA: The National Council of Teachers of Mathematics. Read More