Professional Development for Educators it

Professional Development for Educators

It is commonly accepted across the world today that education is one of the most important aspects of human life in the rapidly developing world of technology and information. Indeed, it is essential today that children learn as much as possible and as rapidly as possible in order to make a success of their future lives as adult members of society. Instrumental in this process is the teaching profession. A large amount of literature indicates that the teaching profession, particularly in the lower grades, is suffering as a result of low teacher retention. As a result, learners receive no consistency in their basic education, and learning is not optimized. This is not an isolated problem as it affects all other aspects of the learner's future and of society as a whole.

Children who do not learn properly at an early stage, for example, grow into later-stage learners who do not optimize their learning potential. Eventually these learners enter a job market that is limited to them because of the lack of adequate education. Furthermore, the country's human resources in general fail to benefit from the potential of learners who could have yielded much more to the country had they received a higher level of primary education.

For these reasons, a large amount of academic attention has been given to optimizing teachers and their education levels. Teaching and education relies greatly upon the quality of teachers entering primary and higher level education systems. Teaching not only adequately, but also enthusiastically, greatly influences the quality of education for learners. When teachers are for example enthusiastic about their subject, they will communicate such enthusiasm to their learners, and enhance both the experience and the outcomes.

It is also necessary for teachers to have a higher level of knowledge not only of their particular subject matter, but also of children and how they learn at the particular grade level of focus. Such knowledge will help teachers to integrate teaching their subject matter with using the best pedagogical practices in order to accomplish optimal results for the children in their care. Furthermore, such knowledge also allows teachers to experience a greater sense of satisfaction in their profession. This in turn will lower teacher turnover and further increase educational stability and results.

In order to accomplish this, the academic world appears to be in consensus that Continuing Professional Development (CPD) is no longer an option, but rather an obligation, particularly for teachers at the primary levels of education.

Education and Teachers

In focusing particularly upon mathematics teaching, the Advisory Committee on Mathematics Education (ACME) notes that mathematics teachers generally enter the profession with only the minimum qualification. Furthermore, these teachers tend not to further their own education in the subject, and hence appear unenthusiastic about the subject. This translates to the children in the care of these teachers, who then do not apply themselves to reach their full potential in mathematics learning. These teachers then also display a lack of confidence in themselves and their ability to impart the necessary knowledge to their learners. This is to the further detriment of the learners involved.

The problem, as it relates to teachers, is therefore two-fold: teachers do not have sufficient academic knowledge of their subject on the one hand, and they are not sufficiently schooled in the specific dynamics of the teaching and learning process as it concerns the children with which they work. In order to enhance the effectiveness of the teaching process, it is suggested that a targeted CPD program be established for teachers at all grade levels.

Continuing Professional Development

In establishing an effective teaching paradigm, schools need to implement programs by means of which teachers can easily and effectively ensure their continuing professional development. There are many professionals already involved in such initiatives, and there is no shortage of ideas on the issue. Entities such as the U.S. Department of Education for example offers several suggestions for mitigating problems related to teacher development issues.

The Teacher-to-Teacher Initiative (U.S. Dept. Of Education) for example provides teachers with a basis from which to make their own development choices. This not only provides teachers with the opportunity for further development, but also to remain autonomous regarding the decisions that they make in this regard. Indeed, this aspect is essential in accomplishing true teacher development.

The Teacher-to-Teacher Initiative is implemented by teachers themselves, and provides other teachers with technical support, professional development, and also recognition for teachers for their accomplishments at their various grade levels. In this way, it is the aim of the Department of Education to strengthen its support for teachers within the United States. Specifically, the following aspects are addressed by the Teacher-to-Teacher Initiative:

Summer workshops are offered free of charge. This provides teachers with the opportunity to be part of professional development programs that provide support in the classroom, technical assistance, and collaboration strategies for working with students to optimize performance and ultimate results. The Web site also offers links to workshops from previous years so that teachers can make an informed decision of whether to participate.

The recognition process in the program takes place as the "American Stars of Teaching." Parents, students, colleagues and others are allowed to make nominations of teachers who have accomplished an exemplary level of teaching. Specifically, this award recognizes teachers who improve student achievement, implement innovation in the classroom, and generally make a difference in the lives of students and their colleagues. Many nominations are received, and the year 2008 saw 5,000 nominees. The Web site also includes previous honorees and a fact sheet with information on previous American Stars.

In addition to the above, teacher roundtables are held regularly in order to meet with teachers from all communities and discuss issues that relate to teaching and learning. This is important, as important issues are raised, and teachers feel that their experiences and problems receive due attention by officials and authorities.

Programs such as the Teacher-to-Teacher Initiative can be used as a model upon which to build specific development programs for teachers at individual schools. Recognition programs will for example serve as an inspirational and motivational force for teachers to accomplish more than merely the goal of a daily quota of teaching.