Continuance commitment boils down to measurable qualities, and considers the ideas that individuals do not leave a company for fear of losing their benefits, taking a pay cut, and not being able to find another job, etc. (Murray, Gregoire, & Downey, 1991)
This result from the worker's entering into an exchange relationship with the organization. The degree of continuance commitment is determines by the extent to which this exchange relationship continues to favor the employee (Day 1987)
Commitment behaviors arising from this aspect are seen because: Commitment is socially accepted behavior that exceeds formal and/or normative expectations relevant to the object of the commitment. (Weiner and Gechman, 1977 p
421) The committed employee considers it morally right to stay in the company, regardless of how much status enhancement or satisfaction the firm gives him or her. (Marsh & Mannari, 1977, p
As I mature in the profession, I hope that new teachers can look to me as an example. Twenty years ago, Lieberman and Miller (1990) noted that new leadership roles for teachers were emerging (Gehrke, 1991
They noted that "literacy coaching provides job-embedded, ongoing professional development for teachers (International Reading Association [IRA], 2004). The goal is to build "collaborative relationships with teachers" (L'Allier, p
The State of Wisconsin has made available on the Web its "Educator Toolkit," a document that guides teachers in the creation of professional development plans. The state's Department of Public Instruction takes a strong stance in favor of the formal professional development plan and sets forth an objective to ensure that educators "are broadly informed, deeply committed, and perform actions that will keep Wisconsin schools and districts places that motivate and engage all students and will result in enhanced student learning" (Mahaffey, 2005)
I hope to have a mentor, or perhaps more than one mentor, who can help me become the best teacher I can be. A 20-year study by the New Teacher Center showed that mentoring programs "accelerate the effectiveness of new teachers, fast-tracking their progress to exemplary teachers with the ability to positively impact student achievement (Moir, 2009, p
This means that professional demands and challenges are also shifting during this time, denoting that the professional who remains connected to the process of learning is one who is likely to experience advancement in his or her profession. (Carter et al
Classroom management among special populations can be more challenging than in the general student population. However, even given the smaller class size and individual attention of the special education classroom, classroom management is the key to success, both for individual students and for classroom performance as a whole (Oliver & Reschly, 2007)
In order to do that, some of the areas must be emphasized while some will not be as strong. That is true of any helping profession where communication is concerned (Golding & Gray, 2006)
Professional Development and Research Figure 2 in Joyce and Showers (1995) means (to me), that awareness and concept understanding are much more significant in specific parts of teaching (and other helping or communication professions) than skill attainment or problem solving, at least where presentation of theory and modeling are concerned. That is not to say that these other areas are not important, but only that they are not as vital as the ability to be aware and understand the concepts with which a person is working (Jasper, 2006)
The goals of a professional development plans include the goals stated as follows: (1) Increase active participation in ongoing, literacy-focused professional development; (2) To put into practice research-based instruction strategies that are monitored and evaluated for effectiveness; (3) Strengthening of teacher knowledge, subject/content matter and classroom management skills in order to ensure all students in reaching high academic achievement; (4) To address goals for school wide and district wide improvement; (5) To provide ongoing and sustained professional development for teachers and administrators to meet state standards and raise achievement of students; (6) The provision of a mentoring program that improve the abilities of new teachers in assisting students in meeting state standard and in retention of new teacher and in making the provisions of guidance and support. (Bellai, 2008) SUMMARY AND CONCLUSION The superintendent is responsible for making the provision for professional development of teachers not only in terms of securing funding for this professional development and in allowing the necessary time for this education and training but as well for supporting implementation of that which is learned by teachers in the classroom environment
It is rooted in the belief that there is variability among any group of learners and that teachers should adjust instruction accordingly." (Corley, 2005, p
e., multiple intelligences); 2) Learning styles; 3) Socioeconomic factors; 4) Readiness; 5) Learning pace; 6) Gender influences; and 7) Cultural influences (Heacox, 2002)
At this point in time, if I am having a problem with any teaching strategy, this would be the appropriate time to seek help in my teaching skills. Curriculum- Second semester- semester long project One of the keys to differentiation is that several elements and materials are used to support instructional content (Hall, 2002)
Instead, I would put desks into small groups or clusters. I would try to have different areas in the room, such as a reading area, a music area, a discussion area, and a project area (Shalaway, 2011)
Professional Development Plan One of the modern influences in teaching is the idea of differentiation. Differentiation refers to the teaching to the individual child and is responsive teaching that responds to learner's needs (Sousa & Tomlinson, 2011)
"Differentiation is one piece of the mosaic of professional expertise. It is not a strategy to be plugged in occasionally or often, but is a way of thinking about the classroom" (Tomlinson, 1999)
In most schools, how this material is approached will be based upon departments or grade levels decisions. However, when preparing the initial curriculum, it is critical to "provide several learning options, or different paths to learning, which help students take in information and make sense of concepts and skills" (Willoughby, 2005)