On Professional Growth of Teachers

Mechelita Anilado Gacusana

Professional growth is a legal requirement and an ethical mandatory. The Code of Professional Ethics for Teachers and School Officials in the Philippines School System states that “all school officials and teachers should strive to broaden their cultural outlook and deepen their professionalism and interests.” It is evident that professional development is imperative for teachers.

Teaching quality has been defined as “instruction that enables a wide range of students to learn” (DarlingHammond,2012), and it is the strongest school-related factor that can improve student learning. Thus, instructional competencies being part of how a teacher teaches . Performance assessments that integrate evidence of teaching practices and student learning measured in a variety of ways (such as student work, lesson plans, assignments, in-person or video observations based on standards, and/or national board assessments, teacher teams , teacher collaboration and knowledge sharing expert evaluations through seminars and trainings is considered as key to professional-learning opportunities.(DarlingHammond,2012)

Instructional competencies as teaching quality is understanding of context ,skills and disposition in a specific domain as observable and assessed . Wolfe (2012),

Also, the teacher to be goal oriented, demonstrate content over and responsibility for one’s focus and effort where engaged in leaving activities and strategically modulate to be more effective.Toshalis, Nakkula (2012),

Furthermore,a more comprehensive view on defining teacher effectiveness based on these critiques and given that teachers’ role involve much more than simply providing subject-matter instruction, It is best to look at effective teachers on five points .( Hanushek,& Kain, 2005; Mc.Colskey et al, 2005; Muijs, 2006; Watson & De Geest, 2005) are as follows: (a.) effective teachers have high expectations for all students and help students learn as measured by value-added or other testbased growth measures, or by alternative measures; (b.) effective teachers contribute to positive academic, attitudinal, and social outcomes for students such as regular attendance, on-time promotion to the next grade, on-time graduation, selfefficacy, and cooperative behaviour;(c.) effective teachers use diverse resources to plan and structure engaging learning opportunities; monitor student progress formatively, adapting instruction as needed, and evaluate learning using multiple sources of evidence; (d.) effective teachers contribute to the development of classrooms and schools that value diversity and civic-mindedness; (e.) effective teachers collaborate with other teachers, administrators , parents, and education professionals to ensure student success, particularly the success of students with special needs and those at high risk for failure.

A teacher then who has no plan of upgrading his/her competence will remain stagnant and isolated in educational reforms, devoid of innovative practices, latest trends and new ideas.

--oOo-

The author is Teacher III at Sta. Lucia Integrated School CSFP