Philosophy
For educators, Professionalism is not so much what teachers do as how they go about their work. Affect, demeanor, and teaming with peers are all aspects of professionalism. These intangible actions convey how one feels about what they do, and has implication for the tone within both classroom and school as a whole. This tone suggests that school is a positive place where peers, administrators, families and students are appreciated an valued.
Explanation of Artifact
In the 2011-2012 school year, I was recognized in the District 211 annual report as a "superhero" for making positive impacts in the lives of students.
Progress Self-Assessment
I have always sought to sought to set a professional tone in affect, interpersonal interactions, and dress. In terms of affect, remaining positive and relaxed has been at the core of my professionalism. Even when I feel as though I am having a difficult day, I recognize that I have to frame these experiences in a way that maintains perspective and keeps the "big picture" of larger goals and progress in mind. Furthermore, when I talk about difficulties (whether personal or interpersonal) with coworkers or administrators, I frame them in terms of looking for solutions, rather than complaining or "dumping". The touchstones of the common goal of helping students and enjoying work are never far from my mind as I work with peers and students.
I have always sought to sought to set a professional tone in affect, interpersonal interactions, and dress. In terms of affect, remaining positive and relaxed has been at the core of my professionalism. Even when I feel as though I am having a difficult day, I recognize that I have to frame these experiences in a way that maintains perspective and keeps the "big picture" of larger goals and progress in mind. Furthermore, when I talk about difficulties (whether personal or interpersonal) with coworkers or administrators, I frame them in terms of looking for solutions, rather than complaining or "dumping". The touchstones of the common goal of helping students and enjoying work are never far from my mind as I work with peers and students.
With students, I recognize that even when I am upset by behaviors, that my demeanor must be calm and controlled. I try to set a tone within the classroom that is safe, relaxed, fun and holds students to rigorous standards for achievement. This fosters an environment of mutual respect.
Areas for Future Development
In the next school year, I wish to hold a more central role in helping to facilitate events that make the school feel to students like a positive, safe place- one where they desire to spend time. This could include, but is not limited to, group reinforcers, continuing work with CAAEL and Recording club, and more frequent home visits.
In the next school year, I wish to hold a more central role in helping to facilitate events that make the school feel to students like a positive, safe place- one where they desire to spend time. This could include, but is not limited to, group reinforcers, continuing work with CAAEL and Recording club, and more frequent home visits.
