Career Development - Term Paper Example

Professional Resources Portfolio Introduction A professional portfolio is a thoughtful, organized, and continuous collection of a variety of authentic products that document a professional's progress, goals, efforts, attitudes, pedagogical practices, achievements, talents, interests, and development over time. Portfolios are both product- and process-oriented and involve educators in the purposeful, collaborative, and reflective process of selecting and compiling multiple sources of information that reveal their beliefs, skills, knowledge, accomplishments, unique characteristics, and commitments with respect to a variety of teaching and learning experiences (Antonek, J.L.,2001, 15-27). Through the development of professional portfolios, prospective and practicing teaching professionals can document their development and reflections as educators and can showcase their knowledge, skills, and accomplishments. Professional standards requirements There are various challenges in meeting the educational needs of students for their professional growth according to the managerial processes. In first phase a brief overview of educational perspectives on students and how they can define their management role in future (Bloom, L., 2005, 1-9). In second phase there is future educational opportunities for professional growth. I. The educational needs of students The subject of professional Resource portfolio for students, the proper planning is requires continuing their managerial role in future. There is a need of some proper strategies objectives, where all are considered equal, critics are reluctant to support special programming for students because of the fear and suspicion that intellectualism may lead to elitism (Dieker, L. A.2001, 22-36). On the other hand, there is the American ideal, most notably reflected in Brown, and the IDEA, of helping all to succeed and reach their full potential. As noted in this Article, this ambivalence is far from resolved. But there are some vital aspects have been highlighted for their professional growth (Dietz, M. E.2004). II. Coaching Processes The coaching profession has grown dramatically during the last few years. For professional portfolio development and growth, students need to be trained in the following grounds: There may be as many as maximum professional coaches worldwide (Dollase, R. H.2003, 85-98). One consulting firm estimated that 59% of organizations now offer coaching or developmental counseling to their managers and executives. Equal Educational Opportunities: A Brief, But Necessary, Excursus Equal opportunities can build strong features of students for their future management roles. Board of Education and its progeny should emphasis on the quality education of students for making their strong portfolio. Indeed, there is the cornerstone of all subsequent legal developments ensuring the rights of disenfranchised groups (Giuliano, F. J. (2005, 42-45). Consequently, reviewing the development of special education is relevant because, like students with disabilities, students have individualized needs and should be entitled to some protection. This section of the article reviews the case law involving all students. This section discusses cases focused on admissions and placement, transportation, federal claims, and race. Admissions and Placement Absent an express statutory or regulatory mandate, when a school board employs a rational method of selection, such as a lottery, that gives all qualified children an equal opportunity to enter a program with a limited number of openings or a program restricted to students of a certain age, courts have generally adopted an all or nothing approach to the extent that a student is either admitted or excluded from gifted education. Leadership Roles New work structures impose new directions for leadership in professional candidates. Leaders must know how to create new organizational designs to match their goals. They need to oversee the evolution of these business structures as market, economic, and technological conditions change. Whereas some organizations may have stable structures, or perhaps a core structure that is relatively static, they may also have a more fluid support structure, drawing on resources within and outside the firm as needed. This requires new management systems to chart progress, manage performance, and enhance motivation of employees, many of whom may be temporary and have more allegiance to their own careers and disciplines than they do to the organization employing them at the moment. Recommendations Advocates, parents, educational leaders, and policy makers as well as all others who are interested in meeting the needs of students to prepare their portfolio resources in future management roles might wish to consider the following suggestions. The Future of Education for the Nation's Most Talented Students, the challenge of meeting the needs of "students with exceptional talent must be shared by many sectors of society and levels of government." Overcoming Career Barriers Coping strategies may be behaviors in direct response to a career barrier or they may be merely thought—essentially interpretation and rationalization of the event and possible reactions. Constructive coping strategies are direct behavioral actions. Consider ways to react to negative performance feedback. Constructive responses may be exerting extra effort, influencing expectations, and explaining one's actions. Other constructive strategies include persisting, establishing new alliances, searching for new goals and alternative behaviors, searching for a rationale, generating and testing hypotheses, seeking discontinuing evidence, and seeking counseling (from a professional or significant other). Other strategies that are more mindless but may be constructive in the long run are copying others who are successful, hitting on the right reason for events and/or a reasonable response by chance, or simply letting things happen without taking deliberate action (Green, J. E.,2002, 43-53). Feedback Processes Feedback is central to leadership development in professional portfolio development. It is the key to leaders' self-insight. Without feedback, leaders would be in the dark about the effects of their decisions and actions on their organizations and their relationships. Feedback stems from a number of sources (Guillaume, A. M.2004, 93-101). Feedback is valuable for many reasons. It directs, motivates, and rewards behavior. It is the basis for development and career planning, and it contributes to building effective interpersonal relationships. It is an important element in learning. We know that people learn by modeling others, trying new behavior, and receiving feedback on how well they are doing. First, advocates must work to ensure legislative action at the national level. If students are ever to receive the special education that they deserve, then their supporters must encourage Congress to strengthen and expand existing federal legislation pertinent to the talented. Such legislative reform at the national level should be the priority because gifted students, much like their peers with their talents and managerial skills for a perfect portfolio, will receive protection of their rights without the passage of federal legislature. Moreover, while states should and will retain the option of providing greater services than federal law might dictate, unless a national standard is enacted, it is unlikely many states will take these steps on their own. While more than thirty states require the identification of gifted students, not all of them provide funding for such programs. At a minimum, federal legislation should provide a comprehensive definition of giftedness, install substantive and procedural safeguards, mandate the identification of students, require the delivery of programs, and offer financial support to states and local school systems that exceeds the paltry sums that have been allocated to date. Second, state legislatures, working in conjunction with their departments of education and colleges of education with professional and business organizations, must marshal their efforts to meet the needs of all talented students. A central goal of cooperation between these key players should be to strengthen certification and licensing standards for all prospective teachers and administrators. This should assist all prospective educators to better serve children and knowledgeable professionals. At the same time, schools and colleges of education and business organization, in accordance with the standards of appropriate accrediting agencies, should expand existing course work and field experiences so that all prospective educators can have better exposure to professional portfolio preparation of students and their needs. While it may not be feasible to require separate professional skill oriented courses on students in general formation programs, at the very least, especially for colleges, universities and business level coaching centers that are located in states that do not require teacher certification for educators who will work with the gifted, an introductory course on exceptionality should devote a significant amount of time and interest to students for the development of their professional portfolio for their future management role with the help of resources. Ethical theories, principles and/or frameworks Be well-rounded. Don't limit yourself to just joining professional groups. "I think you need a mix," says Siler, who also belongs to a local group of African American communicators. To get both the support and the camaraderie that comes from hobnobbing with other African American professionals, as well as to gain access to other decision makers industry wide, Siler believes you need to budget for membership in both types of groups. Develop new skills. Involvement in professional organizations also allows you to develop skills in a safe environment. For instance, if you're eyeing a promotion to senior manager but lack the necessary budgeting skills, consider serving on your professional organization's budget committee. View membership as an investment. It's true that professional memberships can be expensive. If your employer pays for your membership, it's important that you demonstrate how it benefits the company. For instance, after attending her professional organization's annual meeting, Siler reports to her employer on what she learned and what she plans to do with the information. Even if your employer doesn't shell out the money, pay for memberships yourself, says Siler. (For the self-employed, these fees are a tax-deductible business expense.) Getting to know the leadership and managerial sklls in your field and staying on top of current trends is well worth the investment. Professional organizations or associations It has long been recognized that successful strategies are those which adapt organizations to the opportunities and threats in their environments, and which enhance their internal capacities. Adaptation to external developments and internal enhancement both involve 'organizational learning'. The term has since the 1970s come to be used to emphasize that organizations, just as individuals, can acquire new knowledge and skills with the intention of improving their future performance. It has indeed been argued that the only competitive advantage the company of the future will have is its managers' ability to learn faster than its rivals. Organizations often adopt cooperative strategies with the specific intention of acquiring new knowledge and know-how. Successful cooperation itself requires a learning process by the partners (Heskett, M. (2003). Conclusion: Developing a Portfolio, For Future Management Role As the nation stands poised on the brink of the new millennium, it is time to redress the ongoing inequity of failing to provide equal educational opportunities for students and professional for their perfect grooming as professional. If there professional portfolio is to reach their full potential, then educational leaders and policy makers need to consider ways to assist these students in their development for their own good and the welfare of the nation. Self-interest and profits are not the main motives behind an executive's success. Mostly professional gurus argued that business is primarily a social enterprise. Therefore, success requires awareness and endorsement of shared wellbeing and concerns. This requires cooperative effort, trust, and personal integrity. Executives may be pulled between doing what is ethically right and doing what seems expedient for short-term gain. This tension can be resolved by holding to the belief that business activity is consistent with personal value systems of conscientiousness and virtuous behaviors and decisions (May, A. P. (2002). The Western world's free enterprise system is driven by the values of fairness, competition, honesty, trust, integrity, and justice to develop a perfect professional along with a portfolio which can help in future management roles. Endnotes 1. Antonek, J. L., McCormick, D. E., & Donato, R. (2001). The student teacher portfolio as autobiography: Developing a professional identity. The Modern Language Journal, 81, 15-27. 2. Bloom, L., & Bacon, E. (2005). Using portfolios for individual learning and assessment. Teacher Education and Special Education, 18, 1-9. 3. Dieker, L. A., & Monda-Amaya, L. E. (2001). Using problem solving and effective teaching frameworks to promote reflective thinking in preservice special educators. Teacher Education and Special Education, 20, 22-36. 4. Dietz, M. E. (2004). Professional development portfolio. Boston: Sundance. 5. Dollase, R. H. (2003). The Vermont experiment in state-mandated portfolio program approval. Journal of Teacher Education, 47(2), 85-98. 6. Giuliano, F. J. (2005). Practical professional portfolios. Science Teacher, 64, 42-45. 7. Green, J. E., & Smyser, S. O. (2002). Changing conceptions about teaching: The use of portfolios with pre-service teachers. Teacher Education Quarterly, 22, 43-53. 8. Guillaume, A. M., & Yopp, H. K. (2004). Professional portfolios for student teachers. Teacher Education Quarterly, 22, 93-101. 9. Heskett, M. (2003). Perfecting the professional portfolio. CEC Today, 4, 6. 10. May, A. P. (2002). The professional performance portfolio. In American Association for Employment in Education (Ed.), 2003 job search handbook for educators (p. 18). Evanston, IL: American Association for Employment in Education. Read More