Continuing Personal and Professional Development Essay Example for Free

Continuing Personal and Professional festering EssayIn this paper I sh solely endeavour to critically reflect on my testify rile to professional and personal developing by commenting and / or exemplifying each of the highlighted criteria below. 1. Complete induce unmarried square offing plan includinga) C.V please shape vermiform appendix 1 .b) Skills and knowledge audits please see appendix 2,3,4. c) Analysis of observation report please see appendix 5.1. 3.1. Evaluate own admittancees, strengths and development assumes, including literacy, linguistic process and numeracy skills. In order to evaluate ones own strengths and weaknesses in command and tutoring one must(prenominal) proceed a reasonable correspondence of the fundamental fatalitys. Following a process of study and extensive analysis of appendixes 6,7,8,9, my own development commands are most clearly in the areas of stress management, updating of Literacy and numeracy skills. Review of my reflec tions ( see appendix 10) demonstrates the need for more effective stress management strategies to be put into place as the nones show clearly defined moments of stress due to the previous lack of organisation and staff rotation, as vigorous as the fact that I am the only larner in the Child development department and therefore Head of department, position which brings with it extra responsibilities such as budgeting and administrative duties that teachers would not ordinarily confirm to take responsibility for.Although my Job description does not mention these extra responsibilities I stir undertaken the duties and intend to enter into discussions with the Personnel Manager regarding an increment in remuneration and more importantly upgrade develop relating to budget management and SLT training as my role requires. My literacy skills have not been updated for three eld therefore there is a requirement that this updating should be undertaken the like applies to mathematics and ICT as shown in the review of standards of adult literacy, mathematics and ICT, according to LLUK (online) The three levels of the standards correspond to the levels of demand of qualifications in the national qualifications framework. For example, the standards at level 1 are equivalent in demand to the key skills at level 1 and broadly equivalent to levels 4 and 5 of the national curriculum for schools.The regular updating of these skills is of paramount splendor for the teacher as shortfalls in these functional skills areas impart without a doubt adversely restore the students and their kin with the tutor(due to the students seeing the teacher as a role beat) much apart from this cosmos a requirement within the LLUK standards. The opportunity for such study must be prioritized and era made to train in my areas of specialism (hairdressing and child development), regular training is especially important as the subjects are ever evolving and ever-changing both technically and in terms of legislation a minimum of thirty hours technical training and thirty hours other CPD are required for hairdressing and nineteen hours in child development as mentioned in the review by LLUK , Teachers and trainers need opportunities to undertake CPD targeted at geting up to date or increasing the breadth of their ascertain in subject specialisms and related fields.Work shadow and subject specialiser communities of design are increasingly important time to undertake professional organic law and gain QTLS or ATLS also important. 1. 3.2. Use reflection and feedback to develop knowledge, practice and skills including literacy, nomenclature, numeracy and ICT skills. Continuing Professional discipline has existed in many guises for twenty years or more with the aim of providing the professional with a program on which to think about and plan their own development in this way it may be considered a process of evidencing broody practices, a way to improve general and area specific skills for calling management. As mentioned above there is a need as well as a licit requirement for my Literacy and numeracy skills to be updated and retested as these have not been revisited for more than three years.Please see reflections in appendix 10. There are extensive guidelines and examples for recording reflections for CPD on the LSIS website that I have utilise as a basis for my pondering practices and due to the fact that they are to a recognised standard and could be used with ease for registering CPD. 1. 3.3. Plan appropriate opportunities to mention identified attainment needs. In planning opportunities to address shortfalls in professional practice one must take into consideration some(prenominal) influencing factors a) Urgency The need for immediate updating of a certain skill when alter efficiency of training therefore affecting students magnate to learn. In this case the teacher must update the skills as soon as possible. b) prison term availability (not affecting contact time)c) Funding will the course of training be free (through mentoring, follow or observation of a senior teacher) will the workplace fund the course or will this be funded by the teacher in both cases a suitably priced course is to be found.d) Changes in legislation and techniques The need would be immediate as information passed to students regarding legislation may be ill-considered and antiquated techniques will impair the ability of the student obtaining employment. Changes in legislation brook occur several times in a short period of time therefore it is advisable to keep with-it with these changes through the media, published government papers, subject specific publications and the internet. These forms of updating knowledge are easy to access and training squeeze out be undertaken at leisure. Advancements in techniques however are more difficult to learn and will require a course or demonstration, thus requiring a dedicated amount of time and funding, but usually less than a full review of a certain skill.e) Skills updating to harbour QTS/QTLS a review of literacy, numeracy and ICT skills is a requirement as is regular updating, all of the above must be taken into consideration. My ILP (see appendix 11) outlines planned opportunities for development opportunities. 2. 2.1. Analyse and compare relevant theories, principles and models of reflective practice. 2. 2.2. Explain how theories, principles and models of reflective practice plunder be applied to development of the autonomous learner. Reflecting allows the teacher to mentally process, analyse and utilize an set about to change or replicate an outcome. Using reflection enables the teacher to evolve in their command. David Berliner (2001) notes that the teacher develops in stages going from novice to expert. See figure 1.1 belowThe first to introduce ideas of reflective practice was Donald Schon in his book The brooding Practice (1983) in which he use s John Dewys concepts of attainment through experience, in tern loosely based on other theories of learning and development such as those of Jean Piaget, Kurt Lewin, William throng ans Carl Jung, D.Schon also Reflection as defined by Donald Schon is the ability of professionals to think what they are doing eyepatch they are doing it. He states that the only way to manage the indeterminate zones of professional practice is through the ability to think on the run, and apply past experience to new situations. This is substantial and requires the ability reflect-in- bodily function. His spoken communication make sense to me, as I strive to be student-centred, compassionate, evidence-based, and cost effective all at the same time Schon also offers insight into how the reflective professional is produced. He detects the main concepts asReflective Practicum.A practicum is a setting designed for the task of learning a practice. D.Schon (1983). This relates to students learning by doing, with the help of the teacher. He tells us the practicum is reflective in two senses it is intended to help students become safe in a pleasing of reflection-in-action and, when it works well, it involves a dialogue of teacher and student that takes the form of reciprocal cross reflection-in-action. Argyris and Schon.(1978)Tacit knowledgeThis comes from the work of Michael Polanyi. He describes the ability we have to pick out a familiar face in a crowd, not requiring any thought, or a systematic analysis of features. We cant say how this is do therefore the knowledge is unspoken or tacit.Knowing-in-actionThis is another of Schns concepts, and it derives from the idea of tacit knowledge. It refers to the kinds of knowledge we can only reveal in the way we carry out tasks and approach problems. The knowing is in the action. It is revealed by the skilful execution of the performance we are characteristically unable to make it verbally explicit. This tacit knowledge is derived from r esearch, and also from the practitioners own reflections and experience.Reflection-in-actionThis kind of reflection occurs whilst a problem is being addressed, in what Schon calls the action-present. It is a response to a surprise where the judge outcome is outside of our control. This reflective process is conscious, but may not be verbalised. Reflection-in-action is about dispute our assumptions (because knowing-in-action is the basis of assumption). It is about view again, in a new way, about a problem we have already encountered.Reflection-on-actionThis is reflection after the resolution. Consciously undertaken, and documented. Willing suspension of disbeliefThis phrase was originally used by Samuel Taylor Coleridge to describe the process of entering into an experience, without judgment, in order to learn from it. Schn uses the term in relation to the idea of learning by doing. One cannot will oneself to believe until one understands. But understanding often will only aris e from experience D.Schon (1983).Therefore there is a necessity for the experience to happen. mechanic attentionThis relates to the readiness to apply new information. This idea is partly derived from Wittgensteins5 contention that the heart and soul of an operation can only be learned through its performance. It prepares the learner for feedback on that activity, and develops understanding.The ladder of reflectionArgyris and Schn describe a vertical dimension of analysis happening in the dialogue between learner and teacher. In order to climb the ladder you must reflect on an activity. In order to move knock down the ladder you move from reflection to experimentation. This being a ladder you can also reflect on the process of reflection.My view is that this process truly helps with modifyingstuck situations. Moving up or down the ladder is not important as long as it assists Teacher and student to achieve together convergence of meaning.KolbKolbs theory and model is based on the concept that the teacher and student learn by experience and then transform information gathered into knowledge. Kolb was influenced by both Dewy and Piaget in the 1970s as were many other theories. Concrete Experience (doing / having an experience)The Concrete Experience is the doing component which comes from the content and process of the teaching programme, experienced through reading of teaching materials together with unfeigned experience of teaching in the schoolroom in addition to other teaching duties and practices. Concrete experience also derives from ones own experience of being a student.Reflective Observation (reviewing / reflecting on the experience) Reflective Observation relates to analysis and judgements of events and the discussion about the learning and teaching between teacher, mentor and colleagues.. Teachers naturally reflect on their experiences of teaching particularly when they are unfledged and have experienced a lesson that did not progress well. This might be termed common-sense reflection. However how can this be analysed? It is necessary to articulate our reflections in some systematic way in order to remember thoughts and take a leak on that experience for pull ahead persona. This may be done through self-reflections or evaluations after the event through keeping a log or journal. It may also include student feedback, partner observation of teaching.Reflection in itself is insufficient to promote learning and professional development. Unless acted upon, reflections alone with no action equal no development. Abstract Conceptualisation (concluding / learning from the experience) In order to plan what could be done dissentently next time, one must be informed by educational theory and betterment e.g. through CPD. Reflection is therefore a middle ground that brings together theories and the analysis of past experiences. It allows a conclusion referring to practice Abstract Conceptualism. Active experiment (planning / tryin g out what you have learned) The conclusions formed at the Abstract Conceptualisation stage then form the basis for planned changes Active Experimentation. Active Experimentation then starts the cycle again in implementing changes in teaching practice one generates further cover experience which in turn elicits reflection and review to form conclusions referent to the effectiveness of those changes.In scrutinising Kolbs theory, model I note that it is largely dependent on try and re-try of the whole rather than the step-by step approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the whole inefficiency that could become fire causing smaller detail may be overlooked. The effect of the above mentioned theories, models and principles amongst others is obvious in the reflective teacher and in my own practice reflection is a fundamental part of my practice and Schons tend of reflection is a simple way to quantify and analyse the adva nces and shortcomings of my practice, allowing for assessment and re-assessment of small parts of teaching to analysed and modified without drastically altering the majority of the content and delivery.3. 4.1. Identify and engage in appropriate CPPD opportunities to keep up to date and develop teaching in specialist area. Continuous training in my specialist area is imperative as mentioned in 1. 3.1, 3.2, 3.3., also please see ILP appendix 11. 3. 4.2. Evaluate the preserve of CPPD activities on professional practice, identifying further learning and development needs. The impact of CPPD on my own practice has been galactic the relevance of staff meetings and discussions has shown itself in every aspect of teaching, from the use of objective boards to clarify expectations for the achievement in the lesson, the benefits of clear behaviour expectations and the presence of a behaviour ladder graph in the classroom has alter behaviour incrementally, the understanding of tracking proce dures and other administrative tasks has been aided and supported during discussions with mentors and my professional development need for further training in certain aspects of my skills in Beauty therapy in order to maintain an street smart knowledge of techniques has been highlighted.3. 1.1. Analyse and compare different teaching roles and context in the Lifelong Learning Sector. thank to the shift in control of FE colleges from local authority control in 1992 there was a move towards market based education and therefore an increase in roles for teachers in the LLS In thinking about Lifelong teaching the varied roles of the teacher become clear in this area the teacher workforce is diverse and includes * Further education (FE) Teaching in colleges Lecturers in this setting tend to teach learners over the age of 16 unless teaching travel to learn students.* Adult and community education teaching in community settings such as teaching ESOL at a community centre. * 6th forms e ssentially continuing skills based education for learners who studied at GCSE level. * Offender learning teaching skills to inmates to aid rehabilitation, work-based learning teaching in house required skills. In comparing all of the above one can note that there seem to be recurrent similarities no matter in which setting the LLS teacher works such as * Good communicators.* Good organisers.* Varied specialisms and often more than one.* A willingness to address learning.Much apart from just teaching/lecturing the role of the LLS teacher is extremely varied. A LLS teacher may be an assessor, an instructor, an apprentice supervisor, a prison education officer, learning manager or a community co-ordinator, as well as councillor and confidant requiring a set of skills that may not be found in other areas of education. Furthermore teachers in LLS demonstrate the unique skills associated with their specialism as they often come to teaching as a second or third career. The diverse exper ience of the LLS teacher will contribute to efficacy when relating to other disciplines and in meeting the needs of the learners, using all of the communication skills learned in past careers. According to McGraw-Hill (online) As a teacher you will work across faculties and disciplines to meet the diverse needs of your learners. In order to do this effectively, communicating effectively is essential this will include asking questions, seeking advice, and sharing your experiences with other practitioners.4.1.2. Evaluate own role and responsibilities with reference to area of specialism and as part of a team. Practices and in my two main areas of specialism differ vastly from each other. The hair and beauty area has assessments based mainly around observation and testing of end product, with little written assignment work. deep down this department I work with another teacher in the same classroom with equal responsibility for lesson planning , delivery and assessment our roles dif fer in that the other teacher has most of the responsibility for SOW and curriculum design with input form me.Within the Child Development, I have the headship and this carries responsibilities such as curriculum design and implementation as well as coordinating the work carried out by the TAs and the nurture department who deal with student with complete(a) SEN (special educational needs), PD (physical disabilities) and BED(behavioural and emotional difficulties)- in our case an unusually high number of students display these barriers to learning , it is my responsibility to adapt our SOW and resources to enable these students to enjoy the same opportunities as our mainstream students. Also the responsibility for budgeting and parceling of ICT access is also within my remit.The usual teaching duties are included such as actual delivery, observation and marking, covering detentions and isolation dealing with further behavioural issues amongst other duties.4.1.3 Analyse the impact of own beliefs, assumptions and behaviours on learners and others. The impact of my own beliefs is most obvious with my lack of compliance when asked if I could further drive on the progression of a student, I felt that this would compromise my professional integrity and that basically any further intervention would constitute spoon feeding answers to this student, representing a disadvantage to other students that did not receive the same treatment. As for fundamental assumptions and beliefs I have never liked to stereotype and assume therefore I do not demonstrate any bias and the students are affected very little if at all by these.My behaviour must be exemplary at all times, as a Teacher I represent a role model and as such I must conduct myself in an acceptable manner. Although I do not like confrontation and therefore an degraded to notice any issues and aim to resolve them quickly.4.1.4 Analyse the impact of own professional, personal, interpersonal skills, including liter acy, numeracy and ICT skills, on learners and others.I am able to communicate with people at all levels well using appropriate language according to the situation and setting, I tend to portray a positive outlook and this affects both students and colleagues positively. My dyslexia does affect others as I require proof reading when issuing letters, reports and other documents but, there is a scheme in place for this. My students all know that I am dyslexic and are happy to manoeuver out any errors although these are very few, in some ways tis problem helps with connecting with some students as I teach in caring areas and students should have the ability to empathise with others as well as the obvious ease of connection with students with the same difficulty.Bibliography / ReferencesBoud, D., Keogh, R. and Walker, D. (1985) Reflection Turning Experience in to Learning, capital of the United Kingdom KoganBrockbank, A. and McGill,I. (1998) Facilitating Reflective Learning in Higher E ducation, Buckingham SHRE/Open University Press Cowan,J. (1998) On Becoming an advanced(a) University Teacher Reflection in Action, Buckingham SRHE/ Open university Press. Dewy,J.(1993)How we think. A restatement of the relation of reflective thinking to the educative process.(revised edition), BostonD.C.Heath. Kolb,D.A. (1984) Experiential Learning experience as a source of learning and development, wise Jersey Prentice Hall Moon,J. (1999) Reflection in Learning and Professional Development Theory and Practice, capital of the United Kingdom KoganSchon,D. (1991) The Reflective Practitioner How Professionals Think in Action, London AveburyIfL-Review-of-CPD-. Available http//www.ifl.ac.uk/__data/assets/pdf_file/0020/26741/2010-11-IfL-Review-of-CPD-lr_06022012.pdf.. Last accessed 28/12/12. Mc Graw-Hill.- Mc Graw-Hill-Available http//www.mcgraw-hill.co.uk/openup/chapters/9780335241125.pdf. Last accessed 29/12/12