E1 – Exemplify professionally-informed, growth-centered practice. In order to ensure that my teaching practice is both professionally-informed and growth centered means engaging in constant self-assessment and reflection. But more importantly than reflecting on the effectiveness of my instructional strategies or classroom management techniques, pursuing professionally-informed growth means setting goals and making specific plans for improvement. It is so easy to be consumed by the many daily and weekly tasks of planning, grading and teaching, but throughout this program and my internship, I have learned the absolute necessity of taking time for personal reflection as a means to setting attainable, measurable goals and benchmarks to signpost my personal and professional growth and development.
A specific example of reflection and goal setting is the draft I made of my Professional Growth Plan for Residency Teacher Certification:
By assessing myself according to different rubrics in different areas: effective communication of expectations, differentiating instruction, using multiple data elements to plan and adjust instruction, and collaboration with families and community members concerning student learning, I was able to assign a numeric value to my skill level and performance before identifying goal, specific goals or skills needed to meet my goals, specific actions steps I could take toward the accomplishment of my goal, as well as what types of evidence I could use to demonstrate improvement. Goal setting not only directs attention and behavior, but demands action because one must rely first on the knowledge or skills he or she already has, in order to then identify and pursue the new knowledge or skills required to achieve the goal (Locke & Latham, 2002). Goal setting fosters patience and persistence, a “stick-to-it-ness,” acknowledging that growth and change is a process, an accomplishment that requires seeking. I recognize that especially as a teacher, I must always be seeking, pursuing ways in which to improve my thinking, my organization, my communication, my strategies, my classroom management, my instruction. Moving forward, I will continue to set both personal and professional goals, both independently and in conjunction with my peers and administration in order to be a relevant, dynamic and effective educator.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35–year odyssey. American Psychologist, 57, 705–717.