Running head: VISION FOR PROFESSIONAL GROWTH
Vision for Professional Growth
Nicolle Wilson
Internship
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Vision for Professional Growth
Education is an ongoing system designed not only for students to learn and grow, but also
for the professionals to learn and grow. As society today changes depending more on
technology, the way teachers go about teaching also needs to change. Administrators also have
the pressure of facilitating high achieving schools in a demanding standards based education
system. With the changes seen in the education world, administrators and teachers need to keep
up, and the best way for this to happen is through professional growth and trainings. This is not a
process that occurs naturally but needs to be guided and facilitated by administrators, and for this
to happen effectively there needs to be a vision for how professional growth should like and what
the outcomes will be.
Professional Growth for Teachers
Education system is placing tougher standards and expectations on classroom teachers.
The only way teachers can keep up and continue to succeed is through professional growth.
There are a variety of different ways for professional growth such as; furthering their education
by taking graduate classes in their field, schools providing different trainings or professional
development opportunities throughout a school year, teachers being given time for collaboration
with other teachers, peer observations, reflections, and professional observations. Steckel (2009)
discusses that professional development is more than just an in service or training but something
that challenges teachers to be used in their daily classrooms as a way to strengthen the skills that
are already being used.
Professional growth is important for all teachers, but where an administrator might have
difficulties is having all teachers buy in to the concept of professional growth. Administrators
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might have a strong vision for weekly, monthly, and quarterly professional growth opportunities,
but if the teachers do not believe in professional growth then the activity will be pointless.
Administrators need to support the professional growth activities with research and show that
this is not just another trend in education, but tools to help teachers succeed within their own
classrooms.
Professional Growth for Principals
Professional growth for principals is much more demanding. Teachers many times have
professional growth opportunities given to them by their school or district, where administrators
often have to go out and pursue professional growth. This can be done through a variety of
different ways such as; keeping up with the latest research, conferences, in services,
collaboration with other principals, and personal reflection time. Administrators need know
what is happening in education and be an active part in that. Principals cannot facilitate
professional growth if they are not growing themselves. Principals cannot expect teachers to be
a part of professional growth if they do not see the principal taking part.
Student Achievement and Effectiveness
When teachers and principals are taking an active part in professional growth student
achievement is going to increase. Mullen and Hutinger (2008) discuss that professional growth
will have a positive effect on student achievement if teachers are taking what they have learned
and embed it into their classrooms for daily practice. The professional growth needs to benefit
teachers and teachers need to see how to use what they are learning about and put it to use before
the concept has been forgotten.
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Mullen and Hutinger (2008) present research to support professional collaboration as one
of the strongest forms of professional growth. It is showed that when teachers professionally
collaborate and work together to read data, plan, share, reflect, and discuss how to implement
new researched based skills into the curriculum student achievement is going to increase and
teacher accountability is also going to increase. Teachers will more likely use these techniques in
the classroom effectively. Now professional growth is happening effectively and it in turn is
positively effecting student achievement.
Professional Growth Needs
One of the hardest things for an administrator is to address professional growth needs on
a campus. Many teachers are at different points and have different strengths and so to address all
the needs can be difficult. One way is to bring back information from different conferences or in
services that research has identified techniques to use in different grade levels. Administrators
also need to use campus data, after doing walk throughs and observations formal and non formal.
If an administrator does not know what is happening on the campus then they are unable to
address the issues.
Professional Growth Needs Addressed
Finally administrators need to be actively seen on campus and in classrooms to see if
teachers’ needs are being addressed as well as follow-up to see if the techniques showed are
being used in the classroom. Another area administrators need to actively be a part of are the
different learning groups formed by teachers, this could be by grade or subject, depending on the
school. The administrator needs to be aware if data is being read correctly, if teachers are
collaborating, as well as to meet and discuss areas the teams feel they need more support in.
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Professional growth is something that is critical in the education world. It guides teachers
and administrators to reaching the shared vision on a campus. Effective professional growth
begins at the top, forcing administrators to be seen around the campus, gaining a deep
understanding for what his happening. It also requires administrators to keep up with the latest
research in education. Administrators need to be aware of teachers needs and then build growth
opportunities. Teachers need to collaborate and work with other staff members who foster
professional growth as well as a culture of respect. When professional growth is done effectively
it will show through student achievement.
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Resources
Mullen, C. & Hutinger, J. (2008). The principal’s role in fostering collaborative learning
communities through faculty study group development. Theory Into Practice, 47(4), 276285. Retrieved from ERIC database.
Steckel, B. (2009). Fulfilling the promise of literacy coaches in urban schools: What does it take
to make an impact?. Reading Teacher, 63(1), 14-23. Retrieved from ERIC database.