The Professional Development Plan

TheProfessional Development Plan

TheProfessional Development Plan

Professionaldevelopment plan is an important tool that gives the direction towhich the career development of an individual should follow. It helpsin the documentation of career goals, skills required, competencydevelopment, and objectives that facilitate continuous improvement incareer development (Scivicque, 2011). This is an important tool forall professionals, including the early childhood teachers. This paperwill provide my professional philosophical statement, professionaldevelopment plan, and pedagogical threads.

Professionalphilosophical statement

Ibelieve that children are peculiar individuals who are in need of acaring, secure, and motivating environment that can give them anopportunity to grow intellectually, emotionally, socially, andphysically. It is my desire to help children realize their potentialby providing them with the necessary environment. I believe thatthere are two major elements that can help me establish a suitablelearning environment, which include educator serving as a guide andencouraging respect for all things and for all people.

Aneducator who acts as a guide provides children with access toinformation instead of acting as the primary source of thatinformation. This provides children with the capacity to look foranswers to their questions on their own.

Thejudicious approach and open sharing of information as well as ideasare the most appropriate ways of helping children to develop respectand love for themselves, their environment, and other people. It ismy belief that children show great respect for their peers, teachers,and lessons when they know what is expected of them and feels safe.

Asfor me, teaching is an opportunity for me to grow and continuelearning. One of my objectives as an educator is to instill thepassion for learning in students by sharing love and experience withthem. I will always strive to work with my students and try as muchas I can to become sensitive and aware of the individual needs ofeach student.

Professionaldevelopment plan

Firstlong-term goal:Becomethe centre manager

Mymain career goal is to assume a position that has a higher level ofresponsibility, especially in determining and planning policies,programs, and initiatives. The position of a centre manager is inline with this objective because it will give me an opportunity toassume the responsibility of managing all affairs of the center,including its assets and human resources. In essence, I would like toassume the position of the centre manager in order to unlock myleadership potential and increase. This position will also give me anopportunity to serve my students better by providing them with themost conducive learning environment.

Currentachievements and competencies

Myundergraduate degree in early childhood education is the currentachievements that will help me move towards the ultimate goal ofbecoming a centre manager. The undergraduate degree will give anopportunity to be endorsed and registered as center owner playing aspecialist role in early childhood education and who have met theRegistered Teacher Criteria (New Zealand Teachers Council, 2014).Secondly, my capacity to act both as a team member and a team leaderin school discussion groups has given me some leadership skills. Thiswill allow me work in a co-operative way with people sharing thelearning responsibility and the well being of the learners as per therequirements of the Graduate Teacher Standards (New Zealand TeachersCouncil, 2013). This has created the basis on which I will further myleadership abilities when I take higher leadership positions. Someof the key strengths that will help me achieve this goal include selfmotivation, hard working and self confidence. This will enable menurture and promote emotional and the physical safety of learners inmy center as per the requirements of the Graduate Teacher Standards(New Zealand Teachers Council, 2013). Some of the weaknesses that Ihave to handle include limited skills in the fields of management andadministration.

Necessaryactions to achieve the goal

  • Advance my leadership and administrative skills by undertaking a master`s degree in education management.

  • Write a perfect CV that will increase my chances of getting the job over other potential candidates.

  • Talk to the administrator of college about being my mentor.

Secondlong-term goal:Undertake masters degree in education management

Althoughthis goal will have a major contribution towards my performance as acentre manager, it is a basic necessity in my career as an earlychildhood teacher. The attainment of this degree will help me managemy classes and identify the best approaches of delivering thecurriculum. In addition, the course will expand my knowledge of earlychildhood education, which will in turn increase my capacity toassume higher responsibilities and deliver the course content moreeffectively.

Currentachievements

Currently,I am undertaking a bachelor degree in early childhood education,which will create the basis for higher educational attainment. Inother words, the bachelor degree will make it easy for me tounderstand educational concepts learned at master level. In addition,the undergraduate degree will impart me with the knowledge that isappropriate to learners as per the requirements of the GraduateTeacher Standards (New Zealand Teachers Council, 2013). The basicresearch skills that I have acquired while undertaking the bachelordegree is one of my strengths that will help me conduct empiricalresearch and write a quality thesis, which will in turn results inthe attainment of the best grades. This will help me engage withevidence in a critical way in order to refine and reflect on mypractice as required by the Graduate Teacher Standards (New ZealandTeachers Council, 2013). One of the weaknesses that might affect mysuccess in the master course is my tendency to work on one task toits completion. This means that I will be required to adjust myability and get ready to multitask in order to handle the complextasks at the graduate level.

Actions

  • Discuss the requirements to undertake the course with my present course coordinator.

  • Discuss with the course administrator about the possible financing options (such as loans and grants) at master level.

  • Conduct online research about the course and the best institutions offering the course.

Criticalreflection to pedagogical threads

Theguiding principles of KaHikitiaand the treaty of Waitangi

KaHikitiais an updated strategy that provides the stakeholders with thesuitable guidelines on how the basic principles of Waitangi treatyshould be used to accelerate success in the education sector. Thetreaty of Waitangi defines the relationship between the crown(represented by the ministry of education) and iwi, whānau, andhapū. The treaty holds that all Māori students have the capacity tomake valuable cultural, social, and economic contributions to NewZealand (New Zealand Ministry of Education, 2014). This means thatteachers in New Zealand schools have the responsibility of ensuringthat they impart the best values in their students to help themrealize their potential. In addition, the treaty holds that studentswith high expectations of themselves have a high probability ofsucceeding (Barret &amp Connolly-Stone, 2001). It is theresponsibility of the Māori organizations, other students, peers,training professionals, and parents to impart high expectations toMāori students in order to help them succeed in the academics.Teachers who have received professional training have the primaryresponsibility of motivating their students and give them theconfidence they need to succeed in their education.

Ako

Akorefers to a two-way learning and teaching approach that encourage thestudent and the educator to learn from each other. This teachingapproach is based on the principle of reciprocity, which means thatboth the student and the teacher have something to give and take fromeach other (New Zealand Ministry of Education, 2014). Educators whoadopt ako as the key aspect of learning and teaching are expected toapply practices that are derived from the latest research. Thesepractices should be reflective and deliberative. Reflective learningand teaching is made possible by the existence of a productivepartnership between learners and educators. Productive partnership,on the other hand, starts with mutual understanding, respect, andshared aspirations between the parties to the partnership (NewZealand Ministry of Education, 2014). Although productive partnershipcalls for the contribution of educators and learners, teachers havethe primary responsibility of creating an environment that rapportbetween them and their students. This can be achieved by ensuringthat educators understand that all children are equal and should betaught without discrimination.

Culturalintelligence

Culturalintelligence provides an important tool for success, especially in amultiethnic society. Suvorowa (2014) defined cultural intelligence asthe ability of an individual to engage in a given set of conductsthat requires the use of skills (such as interpersonal communicationand language skills) and qualities (such as flexibility andambiguity) to accommodate culture-based attitude and values held bypeople that one interacts with. This is an important concept that canbe applied in a learning set-up where students and educators comefrom different cultural backgrounds. Students have a higherprobability of succeeding in their academics when the learningprocess builds on what they are already familiar with, reflects whatthey know and value (New Zealand Ministry of Education, 2014). Thismeans that students are more likely to achieve in academics when theyrealize that their community is reflected in what they learn.Teachers should need to be culturally competent and apply culturalintelligence to deliver the course content in a manner that reflectsthe culture of their students. For example, comparing and givingexamples of historical events to the concepts learned in theclassroom situation can help students understand where theircommunities come from.

Inconclusion, my professional development plan focuses on helping meaddress the needs of individual students, inspiring them, and sharingmy knowledge and experience with them. Some of the long-term goalsthat I will pursue in my career as an early childhood hood teacherinclude becoming a centre manager and undertaking a master’s degreein education management. The treaty of Waitangi, ako teaching andlearning approach, and cultural intelligence are some of the basicconcepts that can help educators in motivating and helping theirstudents succeed in the academics.

References

Barret,M., &amp Connolly-Stone, K. (2001). Thetreaty of Waitangi and social policy.Wellington: Ministry of Māori.

NewZealand Teachers Council (2013). GraduateTeacher Standards: Aotearoa New Zealand.Wellington: New Zealand Teachers Council.

NewZealand Teachers Council (2014). RegisteredTeacher Criteria.Wellington: New Zealand Teachers Council. Retrieved September 23,2014, from http://www.teacherscouncil.govt.nz/rtc

NewZealand Ministry of Education (2014). Theguiding principles: Five guiding principles steer Ka Hikatia.Wellington: New Zealand Ministry of Education.

Scivicque,C. (2011). Creatingyour professional development plan: 3 Surprising truths.London: Forbes.

Suvorowa,O. (2014). Culturalintelligence: Effective interactions in the global economy.Wellington: Victoria University of Wellington.