Teachers with The Magic by Norton M. Scott;

Author:Norton, M. Scott; [Norton, M. Scott]
Language: eng
Format: epub
Publisher: Rowman & Littlefield Publishers
Published: 2015-08-15T00:00:00+00:00

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We will give additional thought to the implications of snapshot #1 later in the chapter. At this time, let’s give thought to how effective teachers can help other teachers develop an individual professional development plan. As an afterthought, it would have been great if Toni had told us where to purchase a magic wand.

A Procedure for Helping a Teacher Develop An Individual Development Plan

We have stated previously that the most effective professional development is self-development. This contention infers that professional development is not what someone does to you; rather, it is what initiatives you choose to pursue in relation to what you view as needed and the counseling you receive from other qualified administrators and effective teachers as options that might be most beneficial for you.

In addition, professional growth is not an event; rather, it is a career-long process that serves to foster personal motivation for continuous growth and development. We submit that the primary emphasis should be placed on one’s personal strengths, making certain these strengths are being implemented in the lesson planning and instructional strategies. It isn’t that weaknesses are to be neglected, but placing all improvement activities on one’s weaknesses will result in limited improvement. As noted by Clifton and Nelson (1992), one should soar with his or her strengths.

Professional development focuses on the teacher finding himself or herself, that is, attempting to force new initiatives on the teacher or imposing a standard pattern falls short of personal growth needs. What needs emphasis is the personal satisfaction inherent in enabling the teacher to grow by releasing his or her unique, perhaps latent, talents. Change doesn’t happen by accident or by a “pouring in” fashion. The point is clear: the growing person engages in self-evaluation activities and, as he or she does so, emerges in new depths of motivation; a sharper sense of direction; and a more vital awareness of the goals and objectives important to personal satisfaction and performance success. The intrinsic motivation of the growing teacher keeps alive work toward unrealized goals. Great teachers are so because they derive their strengths and desire for teaching from inner, unachieved goals and their satisfaction from self-realization.

Great teachers as mentors can do much to help new teachers, marginal teachers, and all teachers become engaged in meaningful work, horizontal growth improvement, honest communication, continuous growth and development, and continuous learning. Once again, professional growth necessitates planning, assessments, and collegial support and begins with a program of self-examination, self-expectation, and positive change through self-discipline. The mentee looks at himself or herself critically, raises his or her sights, and takes charge of his or her own development. The mentor is available to listen, point out opportunities, encourage implementation, and help think through the results of actions taken.

Although an assistant principal or school principal often is qualified to work with a teacher on his or her development plan, a great teacher is more able to work with another teacher on a level playing field. It is common for a school principal

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