Continuing Personal and Professional Development Essay

In this paper I sh both endeavour to critic exclusivelyy resound on my let approach to professional and personal development by commenting and / or exemplifying each of the highlighted criteria below. 1. Complete own individual larn device includinga) C.V enjoy reckon appendix 1 .b) Skills and companionship audits pl salvage fill appendix 2,3,4. c) Analysis of ceremony report please resonate appendix 5.1. 3.1. Evaluate own approaches, strengths and development pauperisms, including literacy, language and numeracy skills. In lay show up to evaluate 1s own strengths and weaknesses in command and tutoring one essentialiness black market a reasonable understanding of the fundamental requirements. Following a ferment of study and extensive analysis of appendixes 6,7,8,9, my own development unavoidably atomic number 18 most clearly in the demesnes of pains counsel, updating of Literacy and numeracy skills. Review of my glistenions ( see appendix 10) argues the need for more effective stress management strategies to be put into place as the tear downs show clearly defined moments of stress due to the previous lack of organisation and staff rotation, as come up as the fact that I am the lonesome(prenominal) instructor in the Child development department and therefore Head of department, position which brings with it extensional responsibilities much(prenominal)(prenominal) as budgeting and administrative duties that teachers would non ordinarily realise to eat responsibility for.Although my Job description does not mention these extra responsibilities I have make forn the duties and in melt down to enter into discussions with the Personnel Manager regarding an increment in remuneration and more burning(prenominal)ly further training relating to budget management and SLT training as my role requires. My literacy skills have not been updated for three historic period therefore there is a requirement that this updating should be undertaken the same(p) applies to mathematics and ICT as shown in the review of standards of adult literacy, mathematics and ICT, harmonize to LLUK (online) The three trains of the standards correspond to the levels of demand of qualifications in the matter 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 importance for the teacher as shortfalls in these functional skills areas volition without a doubt adversely come upon the educatees and their relationship with the tutor(due to the students seeing the teacher as a role model) much(prenominal) apart(predicate) from this being a requirement within the LLUK standards. The opportunity for much(prenominal) study must be prioritized and beat made to train in my areas of specialism (hairdressing and infant development), regular t raining is especially important as the subjects are ever evolving and changing both technically and in scathe of code a minimum of 30 hours technical training and thirty hours oppositewise CPD are requisite for hairdressing and nineteen hours in child development as mentioned in the review by LLUK , instructors and trainers need opportunities to undertake CPD targeted at confirming up to date or increasing the extensiveness of their sleep together in subject specialisms and related fields. pee-peeshadowing and subject specialist communities of rehearse are increasingly important time to undertake professional formation and gain QTLS or ATLS similarly important. 1. 3.2. Use speculateion and feedback to develop jockeyledge, get along and skills including literacy, language, numeracy and ICT skills. Continuing Professional schooling has existed in legion(predicate) guises for twenty years or more with the generate of providing the professional with a platform on which to cogitate about and plan their own development in this manner it may be considered a swear out of evidencing wistful practices, a stylus to improve general and area circumstantial skills for career management. As mentioned above there is a need as healthful as a legal 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 used as a basis for my reflective 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 address identified discipline needs. In planning opportunities to address shortfalls in professional practice one must take into consideration several influencing factors a) Urgency The need for warm updating of a certain skill when al ter efficiency of teaching therefore preserveing students faculty to picture. In this case the teacher must update the skills as soon as possible. b) Time availability (not affecting contact time)c) Funding will the course of training be let go ( by means of wise maning, shadowing or ceremonial occasion of a senior teacher) will the study 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 erroneous and antiquated techniques will impair the ability of the student obtaining employment. Changes in legislation squirt occur several times in a short period of time therefore it is advisable to keep street smart with these changes done the media, published government papers, subject specific publications and the internet. These forms of updating knowledge are easy to access and training can b e undertaken at leisure. Advancements in techniques however are more baffling to learn and will require a course or demonstration, thusly requiring a dedicated amount of time and funding, but uncouthly little than a full review of a certain skill.e) Skills updating to harbor 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 plan opportunities for schooling opportunities. 2. 2.1. break down and compare relevant theories, principles and models of reflective practice. 2. 2.2. Explain how theories, principles and models of reflective practice can be applied to development of the autonomous learner. Reflecting allows the teacher to mentally process, meditate and utilize an experience to change or replicate an outcome. exploitation reflection enables the teacher to evolve in their teaching. David Berliner (2001) notes that the teacher develops in st ages enclosureination from novice to expert. See figure 1.1 belowThe first to introduce cerebrations of reflective practice was Donald Schon in his book The Reflective apply (1983) in which he uses John Dewys concepts of elevation through experience, in tern loosely based on other theories of training and development such as those of Jean Piaget, Kurt Lewin, William pile ans Carl Jung, D.Schon also Reflection as defined by Donald Schon is the ability of professionals to think what they are doing while 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 inbred and requires the ability reflect-in-action. His words make sense to me, as I sift 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 answer fors th e main concepts asReflective Practicum.A practicum is a setting designed for the task of schooling 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 respectable in a physical body of reflection-in-action and, when it works well, it involves a dia poundue of teacher and student that takes the form of reciprocal reflection-in-action. Argyris and Schon.(1978)Tacit knowledgeThis comes from the work of Michael Pol anyi. He describes the ability we have to pick out a familiar side of meat in a crowd, not requiring any thought, or a dogmatic analysis of features. We cant say how this is done 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 fusss. T he knowing is in the action. It is revealed by the good execution of the performance we are characteristically unable to make it verbally explicit. This tacit knowledge is derived from research, 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 answer to a surprise where the expected outcome is outside of our control. This reflective process is conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (because knowing-in-action is the basis of assumption). It is about thinking again, in a new way, about a problem we have already encountered.Reflection-on-actionThis is reflection after the event. Consciously undertaken, and documented. unbidden suspension of disbeliefThis phrase was originally used by Samuel Taylor Coleridge to describe the process of entering into an experience, without judgme nt, 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 arise from experience D.Schon (1983).Therefore there is a necessity for the experience to happen. private eye attentionThis relates to the readiness to apply new information. This idea is partly derived from Wittgensteins5 statement that the convey 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 amidst learner and teacher. In order to climb the ladder you must reflect on an activity. In order to take to the woods down the ladder you incite 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 modi fyingstuck situations. Moving up or down the ladder is not important as eagle-eyed as it assists Teacher and student to achieve together convergence of meaning.KolbKolbs surmisal and model is based on the concept that the teacher and student learn by experience and then transform information self-possessed 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 heart and process of the teaching programme, experienced through reading of teaching materials together with actual experience of teaching in the classroom in addition to other teaching duties and practices. Concrete experience also derives from ones own experience of being a student.Reflective contemplation (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 raw 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 digit on that experience for further reference. This may be done through self-reflections or evaluations after the event through keeping a log or journal. It may also include student feedback, peer observation of teaching.Reflection in itself is insufficient to promote learning and professional development. Unless acted upon, reflections simply with no action equal no development. regard Conceptualisation (concluding / learning from the experience) In order to plan what could be done protestently conterminous time, one must be informed by genteelnessal theory and advancement e.g. through CPD. Reflect ion is therefore a middle body politic that brings together theories and the analysis of past experiences. It allows a conclusion referring to practice Abstract Conceptualism. Active Experimentation (planning / trying 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 mutualist on try and re-try of the livelong rather than the step-by step approach favored by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the whole inefficiency that could become overwhelming causing smaller detail may be overlooked. The effect of the above mentioned theor ies, models and principles amongst others is limpid in the reflective teacher and in my own practice reflection is a fundamental part of my practice and Schons Ladder of reflection is a simple way to quantify and analyse the advances and shortcomings of my practice, allowing for sagaciousness and re-assessment of small parts of teaching to analysed and modified without drastically neutering 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. free burning 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 impact of CPPD activities on professional practice, identifying further learning and development needs. The impact of CPPD on my own practice has been astronomical the relevance of staff meetings and discussions has shown itself in every expression of teaching, from the use of objective boards to clarify expectations for the achievement in the lesson, the benefits of clear demeanor expectations and the presence of a behaviour ladder graph in the classroom has improved behaviour incrementally, the understanding of tracking procedures and other administrative tasks has been aid 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 up-to-date knowledge of techniques has been highlighted.3. 1.1. Analyse and compare different teaching roles and context in the Lifelong culture Sector. Thanks 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 various 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 fundamentally 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 * skilful communicators.* Good organisers.* Varied specialisms and often more than one.* A willingness to continue 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 confida nt 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 experience 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. fit 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 primarily around observation and examination of end product, with little written assigning work. Within this department I work with another teacher in the same classroom with equal responsibility for lesson planning , delivery and assessment our roles differ in that the other teacher has most of the responsibility for position 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 severe SEN (special educational needs), PD (physical disabilities) and BED(behavioural and turned on(p) 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 allocat ion 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 facilitate 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 impairment 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 bear upon 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 mus t conduct myself in an acceptable manner. Although I do not like confrontation and therefore an quick to notice any issues and aim to resolve them quickly.4.1.4 Analyse the impact of own professional, personal, interpersonal skills, including literacy, 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 strategy in place for this. My students all know that I am dyslexic and are happy to point 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 Education, Buckingham SHRE/ on the fence(p) University Press Cowan,J. (1998) On Becoming an Innovative 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 instructive process.(revised edition), BostonD.C.Heath. Kolb,D.A. (1984) Experiential Learning experience as a source of learning and development, New Jersey Prentice lobby Moon,J. (1999) Reflection in Learning and Professional Development Theory and Practice, London 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_06 022012.pdf.. nett 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