INTRODUCTION
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Professional development should be based on the notion of teacher as learner and reflective practitioner (Schon, 1987). Teacher education and professional development should be focused on the needs of students in a particular school community. Teacher professional development should be seen as a collaborative activity as well as an individual activity. The particular needs of individual teachers may be met by professional development; however, this should take place in the context of collegiate support, team building, collaborative planning at school level and interactive action research. The more highly skilled, motivated and effective are English teachers, the more effective learning outcomes will be for students in English classrooms.
In the context of increased system accountability, it is imperative that systems provide teachers with opportunities to participate in professional development that will assist teachers in the implementation of curriculum initiatives.
In the context of increased system accountability, it is imperative that systems provide teachers with opportunities to participate in professional development that will assist teachers in the implementation of curriculum initiatives.
The Importance of Professional Development
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Quality English teaching requires the provision of continuing opportunities for professional development.
Teachers need:
- access to new research and knowledge in the teaching of literacy, language development and an integrated curriculum;
- appropriate, up to date qualifications in both the content area of the subject and in teaching methodology;
- opportunities to share expertise with other experienced teachers and educators leading to reflection on practice;
- opportunities for discipline renewal for teachers whose teacher education took place some years ago;
- a commitment at all levels to time release to attend professional development activities; and
- recognition at all levels of the value of professional development.
Quality teaching is directly related to the development of a strong, well informed and well supported professional body to respond to community and educational concerns and to influence opinion.
Access to professional development is crucial in enabling teachers to:
- improve learning outcomes for students;
- take a more active role in curriculum planning, including building on and refining existing practices;
- constantly develop excellent teaching practices;
- actively participate in the evaluation of teaching practices and programs; and
- actively participate in the implementation of local, state and national curriculum initiatives.
Delivery of Professional Development
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Because people learn in different ways a range of options needs to be supported and made available. The range should include:
- large-scale, centrally supported professional development programs including conferences, workshops, seminars and courses;
- local or regional networks within schools or districts;
- school and faculty based professional development activities; and
- individual initiatives.
An effective professional development program will focus on the development of the teacher in the context of the school community.
Professional development should:
- empower participants - teachers in control;
- meet the identified needs of teachers, faculties and schools;
- be challenging;
- be informative;
- be innovative;
- be well planned;
- build skills;
- involve active participation;
- have realistic, achievable expectations;
- involve team work;
- link theory and practice;
- use informed presenters to share their experience or research;
- have a variety of approaches and styles;
- elicit feedback and respond to this as appropriate;
- be ongoing;
- have formative and summative evaluation processes;
- encourage networking; and
- be professionally fulfilling and enjoyable.
While large scale and regional programs tend to be more likely to attract funding, employing authorities and school communities must recognize and support the substantial professional development which teachers undertake in other ways. The planning together that occurs at the school level needs to be fully supported.
The Role of the English Teacher
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To maintain and improve the quality of classroom practice, English teachers should:
- seek to renew their professional expertise;
- take advantage of and contribute to professional development opportunities available from many sources;
- support and inform colleagues in cooperative curriculum and teacher professional development activities, both on intra-school and inter-school levels.