TEACHER PROFESSIONAL DEVELOPMENT

FINAL EXAM

TAKE HOME

Dr. Clarry Sada, M.Pd

COMPILED BY:

FENY AGUSKURNIATI (F1021171021)

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGES AND ARTS DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

TANJUNGPURA UNIVERSITY

PONTIANAK

2019
Answer all questions!

1. What does a term professional mean based on UU guru and dosen 2005?

Based on UU Guru dan Dosen Nomor 14 Tahun 2005 in Pasal 1, Professional is a job
or activity carried out by someone and becomes a source of life that requires
expertise, skills, or skills that meet certain quality standards or norms and obtain
professional education.

2. What is a professional teacher?

On the most basic level, the definition of “professional teacher” refers to the status of
a person who is paid to teach. It can also, on a higher level, refer to teachers who
represent the best in the profession and set the highest standard for best practice. For
example, Wise (1989) describes professional teachers as those: [who] have a firm
grasp of the subjects they teach and are true to the intellectual demands of their
disciplines. They are able to analyze the needs of the students for whom they are
responsible. They know the standards of practice of their profession. They know that
they are accountable for meeting the needs of their students (p. 304-305).

This definition clearly illustrates that teaching at a professional level is an advanced

and complex undertaking. Both Clement (2002) and Seifert (1999) point out that
becoming a professional teacher is a process that takes time to master. Kramer (2003)
contends the most critical elements of teacher professionalism can be classified into
three categories: attitude, behavior, and communication. These three broad areas
cover a wide range of behaviors and characteristics that should be demonstrated in the
professional lives of teachers, from being on time and dressing neatly to
understanding learning theories to clearly communicating with colleagues, parents,
and students (Kramer 2003). Additionally, Cruikshank and Haefele (2001) categorize
“good teachers” in multiple areas including being analytic, dutiful, expert, reflective,
and respected.

3. What are the domains a professional teacher development, and explain?

Teacher Rubric Domains and Dimensions Overview 4 Domains 16 Dimensions

PLANNING (Domain 1)
 Standards and Alignment (Dimension 1.1)
The teacher designs clear, well-organized, sequential lessons that reflect best practice,
align with the standards and are appropriate for diverse learners.
 Data and Assessment (Dimension 1.2)
The teacher uses formal and informal methods to measure student progress, then
manages and analyzes student data to inform instruction.
 Knowledge of Students (Dimension 1.3)
Through knowledge of students and proven practices, the teacher ensures high levels
of learning, socialemotional development and achievement for all students.
 Activities (Dimension 1.4)
The teacher plans engaging, flexible lessons that encourage higher–order thinking,
persistence and achievement.

INSTRUCTION (Domain 2)
 Achieving Expectations (Dimension 2.1)
The teacher supports all learners in their pursuit of high levels of academic and social-
emotional success.
 Content Knowledge and Expertise (Dimension 2.2)
The teacher uses content and pedagogical expertise to design and execute lessons
aligned with state standards, related content and student needs.
 Communication (Dimension 2.3)
The teacher clearly and accurately communicates to support persistence, deeper
learning and effective effort.
 Differentiation (Dimension 2.4)
The teacher differentiates instruction, aligning methods and techniques to diverse
student needs.
 Monitor and Adjust (Dimension 2.5)
The teacher formally and informally collects, analyzes and uses student progress data
and makes necessary lesson adjustments.

LEARNING ENVIRONMENT (Domain 3)

 Classroom Environment, Routines and Procedures (Dimension 3.1)
The teacher organizes a safe, accessible and efficient classroom.
 Managing Student Behavior (Dimension 3.2)
The teacher establishes, communicates and maintains clear expectations for student
behavior.
 Classroom Culture (Dimension 3.3)
The teacher leads a mutually respectful and collaborative class of actively engaged
learners.

PROFESSIONAL PRACTICES AND RESPONSIBILITES (Domain 4)

 Professional Demeanor and Ethics (Dimension 4.1)
The teacher meets district expectations for attendance, professional appearance,
decorum, and procedural, ethical, legal and statutory responsibilities.
 Goal Setting (Dimension 4.2)
The teacher reflects on his/her practice.
 Professional Development (Dimension 4.3)
The teacher enhances the professional community.
 School Community Involvement (Dimension 4.4)
 The teacher demonstrates leadership with students, colleagues, and community
members in the school, district and community through effective communication and
outreach.

4. Desribe
a) Teacher supporting group

A teacher support group can be defined as two or more teachers collaborating to

achieve either their individual or shared goals or both on the assumption that
working with a group is usually more effective than working on one’s own.
Typically, a support group will involve a group of teachers meeting to discuss
goals, concerns, problems, and experiences. The group provides a safe place
where teachers can take part in such activities as collaborating on curriculum and
materials development, and review, plan, and carry out activities such as peer
coaching, team teaching, action research, and classroom observation. At the same
time, in a support group teachers get to know their colleagues better and begin to
function as a community of professionals rather than as individuals working in
isolation from each other. Teacher support groups, as Lieberman and Grolnick
(1998, p. 723) point out, play a major role in “providing opportunities for teachers
to validate both teacher knowledge and teacher inquiry.”

Purposes and benefits :

 Reviewing and reflecting on teaching. Teachers teaching the same course can meet
regularly to discuss strategies and approaches, methods, and materials used, and later
to evaluate the course.
 Materials development. Members of a group may bring in materials they use for
teaching the various skills (e.g., speaking, listening, writing, and reading) and discuss
them with the group. Additionally, the group can develop materials as a collaborative
effort; for example, the group can prepare exercises and activities based on authentic
materials for a specific skill such as reading. A mini-library of materials for group
members’ use can be created this way. The following vignette outlines how one group
of four ESL teachers, who were teaching the same intermediate-level students in a
university language center in the United States, decided that the textbook they were
given by the course director was not appropriate for the students, so they decided to
meet as a group to see what they could do about the text.
 Trying out new teaching strategies. The group reviews a new teaching strategy (e.g., a
collaborative learning activity such as “JigsawReading”). One teacher demonstrates it
to the class. Later, group members try it out in their own classes and the group meets
to discuss their experiences. A series of new strategies are explored in this way.
 Peer observation. Group members take turns observing each other’s teaching and
discussing their observations during group sessions. Data collected from the
observations (e.g., by audiotaping or videotaping it) can be discussed in light of the
group’s experience and beliefs.
 Observe videotapes. A group might watch a series of teacher-training videos and
discuss the application of what they observe to their own teaching. The following
vignette outlines howthreeKorean EFL teachers in different institutions in Korea
decided to meet regularly to discuss their teaching after they attended a talk on teacher
development by a well-known academic at an international language learning and
teaching conference in Korea. They wanted to videotape their classes and then watch
them together.
 Write articles. The group can jointly write articles for publication. For example, the
group can prepare articles on teaching methods that were successful for them and
submit the article to a teaching magazine, as illustrated in the following example from
a teacher in Hong Kong.
 Invite outside speakers. The group can invite a speaker who is experienced in a
particular topic that interests the group.
 Develop research projects. A group could develop action research projects to be
carried out in their classrooms. For example, the group members could collect data on
how they correct students’ compositions and then share their findings.
 Plan seminars. Group members take turns investigating a topic of interest to the
group. They then lead a group discussion of it. Group members can also make plans
to attend a language conference as a group.
 Greater awareness. Teachers can become more aware of the complex issues involved
in language teaching by sharing what they have experienced with colleagues in a
group. The following vignette highlights the positive results of the group meetings for
one member of a teacher support group in Thailand.
 Increased motivation. As part of a group a teacher might become more motivated to
participate in other professional development projects outside the support group such
as making presentations at seminars and conferences.
 Effective teaching. Membership in a teacher support group can lead to more effective
and innovative changes in teaching because of the sharing and critiquing of various
individual members’ approaches and teaching methods.
 Benefits to students. Often the group will focus on issues related to learners and
learning (e.g., by discussingways of teaching learning strategies), resulting in obvious
benefits for learners.
 Overcoming isolation. For the most part, teachers work alone in their classrooms.
Participation in a teacher support group can help to overcome this isolation and foster
a sharing attitude among teachers.
 Empowerment. Teachers may find that they become more confident in themselves and
their work as a result of belonging to a group.
 Facilitating teacher initiatives. Teacher support groups are for teachers and are
managed by teachers. They draw on the expertise and experience of practicing
teachers who want to share their experiences with their peers.
 b) Keeping a teaching journal

A teaching journal is an ongoing written account of observations, reflections,

and other thoughts about teaching, usually in the form of a notebook, book, or
electronic mode, which serves as a source of discussion, reflection, or evaluation.
The journal may be used as a record of incidents, problems, and insights that
occurred during lessons; it may be an account of a class that the teacher would
like to review or return to later; or it may be a source of information that can be
shared with others. The following account by a language teacher describes what
she learned from keeping a teaching journal.

Purpose and benefits of a teaching journal

Journal writing can help a teacher question, explore, and analyze how he or
she teaches and can also provide a basis for conversations with peers or a
supervisor. Journal writing can serve different purposes, depending on who the
audience for a journal is. For teachers, a journal can serve as a way of clarifying
their own thinking and of exploring their own beliefs and practices. It can be used
to monitor their own practices, to provide a record of their teaching for others to
read, and to document successful teaching experiences. And it can provide a way
of collaborating with other teachers in exploring teaching issues. For peers,
supervisors, and mentors, reading and responding to a teacher’s journal can serve
as means of encouraging reflective inquiry and can facilitate resolving problems
and concerns.

5. What is an ideal teacher?

An ideal teacher usually possesses these characteristics: he has unassailable
command on his subjects. He knows fully the contents of the subjects which he has to
teach. Truly exceptional teachers are scholars and are constantly reading and
upgrading themselves in their subject. The tone of expression of the ideal teacher is
not gruff, irksome and morose but is pleasant.
An ideal teacher has a good sense of humour/smiles. But this fun is not of
impolite nature. An ideal teacher has the highest degree of integrity. An ideal teacher
is susceptible to adaptation or modification.
An ideal teacher is concise and clear in both oral and written expression in the
classroom. An ideal teacher is patient. Being patient is often expressed as being
diligent or persevering.
Learners are genius, gifted, mentally retarded, dyslexic, emotionally disturbed
and some patience is required for employing carefully individual teaching - learning
technique for individual learner. Only in this way, bits of progress can be observed
day to day.
An ideal teacher is self-confident. The ideal teacher is a model of self-
confidence. It is a source of great pleasure and they show it in their facial expression
 and in their positive attitude around the school. People always seem to have time to
talk to a colleague or to do something extra for the school or the staff. One key to be
upbear is having a good self-concept.
An ideal teacher is open. This trait is related with willingness of the teacher to
share happiness about his own life to illustrate a point or share how they feel about a
given situation. An ideal teacher is diversified with regard to his preparation. This
means that the teacher not only focuses on specific areas but has considerable
command on the related subjects. This diversification trait will enable him to
elaborate and illustrate the subjects in more persuasive manner.
The ideal teacher is an excellent role model. Being a good role model to all the
children, teacher whatsoever teaches is one of the greatest contributions he can make
to society.

6. What are your concepts of professional development?

In education, the term professional development may be used in reference to a

wide variety of specialized training, formal education, or advanced professional learning
intended to help administrators, teachers, and other educators improve their professional
knowledge, competence, skill, and effectiveness. When the term is used in education
contexts without qualification, specific examples, or additional explanation, however, it
may be difficult to determine precisely what “professional development” is referring to.
In practice, professional development for educators encompasses an extremely
broad range of topics and formats. For example, professional-development experiences
may be funded by district, school, or state budgets and programs, or they may be
supported by a foundation grant or other private funding source. They may range from a
one-day conference to a two-week workshop to a multiyear advanced-degree program.
They may be delivered in person or online, during the school day or outside of normal
school hours, and through one-on-one interactions or in group situations. And they may
be led and facilitated by educators within a school or provided by outside consultants or
organizations hired by a school or district. And, of course, the list of possible formats
could go on.
The following are a representative selection of common professional-development
topics and objectives for educators:
 Furthering education and knowledge in a teacher’s subject area—e.g., learning new
scientific theories, expanding knowledge of different historical periods, or learning
how to teach subject-area content and concepts more effectively.
 Training or mentoring in specialized teaching techniques that can be used in many
different subject areas, such as differentiation (varying teaching techniques based on
student learning needs and interests) or literacy strategies (techniques for improving
reading and writing skills), for example.
 Earning certification in a particular educational approach or program, usually from a
university or other credentialing organization, such as teaching Advanced Placement
 courses or career and technical programs that culminate in students earning an
industry-specific certification.
 Developing technical, quantitative, and analytical skills that can be used to analyze
student-performance data, and then use the findings to make modifications to
academic programs and teaching techniques.
 Learning new technological skills, such as how to use interactive whiteboards or
course-management systems in ways that can improve teaching effectiveness and
student performance.
 Improving fundamental teaching techniques, such as how to manage a
classroom effectively or frame questions in ways that elicit deeper thinking and more
substantive answers from students.
 Working with colleagues, such as in professional learning communities, to develop
teaching skills collaboratively or create new interdisciplinary courses that are taught
by teams of two or more teachers.
 Developing specialized skills to better teach and support certain populations of
students, such as students with learning disabilities or students who are not proficient
in English.
 Acquiring leadership skills, such as skills that can be used to develop and coordinate a
school-improvement initiative or a community-volunteer program. For related
discussions, see leadership team and shared leadership.
 Pairing new and beginning teachers with more experienced “mentor teachers” or
“instructional coaches” who model effective teaching strategies, expose less-
experienced teachers to new ideas and skills, and provide constructive feedback and
professional guidance.
 Conducting action research to gain a better understanding of what’s working or not
working in a school’s academic program, and then using the findings to improve
educational quality and results.
 Earning additional formal certifications, such as the National Board for Professional
Teaching Standards certification, which requires educators to spend a considerable
amount of time recording, analyzing, and reflecting on their teaching practice (many
states provide incentives for teachers to obtain National Board Certification).
 Attending graduate school to earn an advanced degree, such as a master’s degree or
doctorate in education, educational leadership, or a specialized field of education such
as literacy or technology.