2. Objectives:
Examine:
a. Examine the historical and contemporary perspectives on the
term “professional”.
b. Discuss what qualifies educators to be called professionals
(instead of semi-professionals as is sometimes the perception).
c. Explain the aims of education & the role of educators in society
as “Keepers of the Flame”.
d. Describe five quality standards of the education professional and
give examples
5. Distinguish between the behaviors of an "education worker" and
an "education professional"
6. Describe strategies to move the Education Professional from
average ...to exceptional! AND…
7. Brag about & exemplify this noble profession!
3. Historical Perspectives of a
“Professional”Original meaning of a
“professional” was one
who had made a vow or
public declaration
In 16th
century it meant
“client”
Term was then used to
refer to lawyers and
priests
To become a
professional, the
incumbent was required
to attend institution of
higher learning to
acquire specialized
knowledge & skills to
meet needs of clients
4. Contemporary Perspectives of
a “Profession”
American Institution of School Administrators
(1960): a profession differs from other
vocations, in that it has a body of
knowledge known & practised by members.
This knowledge is intellectual & acquired
through formal learning. Specializations
which require manual skills (dentistry,
architecture, engineering) were included due
to high degree of theoretical-based
learning.
5. Contemporary Perspectives
cont’d
P.W Musgrave (1974): close relationship
between practitioner & client which stems
from (a) the practitioner’s special
knowledge which is used to service the
client & (b) the client’s level of
confidence in the practitioner’s status and
abilities.
Commonwealth Professional Societies
Association (1975): main criterion is
academic qualification and appropriate
training
7. A Professional:
Is guided by institutions and organizations
which establish: (a) entry requirements &
educational standard for its incoming
practitioners, (b) standards of professionalism
& conditions of service (c) system of rewards
for professional competence (d) professional
associations which develop a Code of Ethics
Is guided by Legal Code of Regulations or
Laws
8. A Teacher IS a Professional
Teachers are required
to have expert
knowledge and
specialized skills
acquired and
maintained through
rigorous and
continuing studies
Teachers cultivate a
strong professional-
client relationship with
students
Teachers execute critical
social responsibility &
public duty to educate
generations
Teachers are called to
have a sense of personal
responsibility for welfare
of students
Teachers are governed
legally and by Code of
Ethics
10. The Realities Facing the
Education Profession
Historical Stereotypes
Salary
Working conditions
Training
Use of teachers’ time for non-teaching
activities
Regulations for establishment of new schools
11. We Can Shatter the Stereotypes
•Understand the Aims of
Education
•Understand the Roles of The
Education Professional
•Commit to being an Outstanding
Education Professional
12. Understanding the Aims of Education
O’Connor in Schofield (1972):
1. To provide learner with maximum skills necessary
to take his/her place in society and to seek further
knowledge
2. To provide learner with vocational training for self-
support
3. To arouse interest in and a taste for knowledge
4. To make the learner critical and creative
5. To expose learner and train him/her to appreciate
the cultural and moral achievements of mankind.
13. Understanding the Roles of
the Education Professional
Facilitating Role
1. Creation of
stimulating learning
environment
2. Motivation of
students
3. Control of students
Functional Role
1. Instruction
2. Evaluation
3. Socialization
14. Standards for the Education Professional
Possesses great verbal ability: studies confirm
that students taught by teachers with greater verbal
ability learn more than those taught by teachers with
lower verbal ability
Acquires Educational Preparation and
Certification: Studies show that teachers with
formal training in education are better able to discern
student needs and provide for the different learners in
a classroom. These teaches stay current with trends
in the field by reading extensively and doing
professional upgrades
Has strong Content Knowledge: This teacher
goes beyond the prescribed text & is more skillful at
involving students in discussions & activities. Lesson
planning is easier.
15. Standards for the Education
Professional…
Teaching Experience: uses real-life situations and
can improvise well
Demonstrates an excitement & love for
learning and conveys this to his/her students
Caring: Listens, knows & understands students. Loves
students unconditionally, always looking for the
positives & communicates with parents regularly
Treats students with fairness & respect: students
can expect teachers to treat them as people, avoid
ridiculing, practise racial and gender fairness and
provide opportunities for all to participate
Is friendly & personable: interacts with students
outside of classroom while maintaining appropriate
authority; demonstrates a sense of humor
16. Standards for the Education
Professional…
Is an Effective Classroom Manager:
(a)demonstrates smooth transitions through lessons
(b) anticipates potential problem and plans for them
(c) sets & reinforces clear performance expectations
(d) uses both positive & negative discipline
(e)maximizes instructional time (f) uses a variety of
instructional techniques and assessment techniques
Is Committed to the Teaching Profession:
(a) commands respect with speech and attire
(b)invests in own learning and evaluates own
teaching processes; asks the advice of other teachers
(c) understands the biblical basis for education and
will integrate this into teaching and (d)sets clear goals
17. Goal Setting for the Education
Professional
The S. M. A. R. T
Approach
19. The Outstanding Education
Professional
Seeks to influence the profession by using
the established channels to participate in the
decision-making process at the school level
as well as to steer national policy
Fosters collegiality – exchanges information
with peers
Commits to being a life learner
20. What Do We Want from Life?
We can be workers or … leaders.
We can have a job or … a career.
We can be teachers or … education
professionals.
21. Worker or Professional?
Worker
Preoccupied with
spending the least time;
earning most $
Takes a job to pay the
bills
A laborer with a skill
Professional
Spends time to
enhance him/herself
and environment
Makes a lifetime of
pursuing a career
A leader with talent who
thinks, makes decisions
and solves problems
22. Let’s Choose To Be A
Professional Educator
Strive for accomplishment and avoid the “woe
is me” mode
Invest in ourselves:(a) read professionally (b)
attend conferences (c) share - conduct a
workshop (d) join or organize a peer coaching
group (e) observe other effective teachers (f)
welcome evaluations
Develop a Career Risk Plan
23. Conclusion
By now we should be able to:
Recognize the characteristics of a Professional
Say why an educator IS a Professional
Identify challenges in the Education profession
Explain the aims of Education and
Define the roles of Educators in fulfilling these aims
Identify the characteristics of an Outstanding
Education Professional
Talk about the joys of this noble calling!
24. Resources and Themes to Explore
BOOKS:
1. The First Days of School by
Harry & Rosemary Wong
2. Totally Positive Teaching by
Joseph Ciaccio
3. Classroom Instruction that
Works by Robert J. Marzano
et al
4. The Differentiated Classroom
by Carol Ann Tomlinson
5. Awakening Genius in the
Classroom by Thomas
Armstrong
6. 1st
-Year Teacher’s Survival Kit by
Julia J. Thompson
7. Teaching Kids with Learning
Difficulties in the Regular Classroom
by Susan Winebrenner
JOURNALS
• Education Leadership
• Teacher
THEMES
Social & Emotional Learning
Curriculum Mapping
Teaching Boys vs. Girls
How Learning Changes the Brain
Teaching Vocabulary
Editor's Notes
This is the million dollar question
.
Other publications Washington Post, Boston Globe
Website www.ascd.org
