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The role of a professional educator in the current scenario is far more challenging than it has ever been before. Professional educators are today expected to have distinctive qualities ranging from being reflective learners about the students’ milieu displaying philosophy and depth in their teaching standards, to being leaders in the drafting of educational policies. Feiman-Nemser and Parker (1992) affirm that the professional development of educators is assisted by the attributes of reflection and collaborative functioning. It is, therefore, necessary for professional educators to be equipped with consideration and confidence to be able to execute efficiently in the ever-changing educational scenario.
The Master’s degree program in Elementary Reading and Literacy accomplished by the educator has contributed substantially to the personal and professional growth and development and has enabled the structuring of a personality, crucial to meet the current educational needs.
The educator has been able to develop a reflective attitude and stresses analytical thinking rather than the mere transfer of knowledge. This development of reflective approach has facilitated in the honing of the educator’s problem-solving skills and in determining the distinct needs of the students (Smylie and Conyers, 1991), which ultimately enable the educator in the conduction of research, crucial to building knowledge and skill suited for the particular classrooms and students.
With the help of these attributes, the researcher has evolved as a coach in order to promote students in the construction and analysis of self-knowledge rather than rote learning practices. The researcher has learned that in order to achieve the best results from students it is essential to engage them in small groups and encourage them to function independently (Railsback, 2002).
The master’s program has also developed in the educator the necessary interpersonal skills, which would aid the communication with not only the students but also the parents and peers. The educator has been able to imbibe and hone the skills of management, problem-solving, and organization, all of which are vital for the influential and effective role of an educator (Greenberg 2001).
In the current scenario of multi-cultural classrooms, a reflection is an important approach which the educator has developed, which would enable classroom research and would subsequently aid the decision of the best and most suitable instructional classroom strategy, suited to the needs of the students.
The educator would be able to employ these qualities of observation and reflection to make decisions with regard to the most appropriate approach suited to fulfill the distinct needs of the students in the classroom. The development of these traits would benefit the educator in the crucial decision of the optimal strategies and programs, best suited to teach the students of the classrooms.
Thus, the professional development of the educator has been greatly enhanced by the successful completion of the Master’s program in Elementary Reading and Literacy, which has geared the educator with all the necessary tools of teaching and facilitating learning in students.
References
Feiman-Nemser, S., & Parker, M. B. (1992). Mentoring in context: A comparison of two U.S. programs for beginning teachers. NCRTL Special Report. East Lansing, MI: National Center for Research on Teacher Learning, Michigan State University. ED 346 091.
Greenberg, R., (2001). In Search of Career Services Professionals. Journal of Career Planning and Employment, 61, no.3: 45-52.
Railsback, J., (2002). Project-based Instruction: Creating Excitement for Learning. Northwest Regional Educational Laboratory. Web.
Smylie, M. A., & Conyers, J. G. (1991). Changing conceptions of teaching influence the future of staff development. Journal of Staff Development, 12(1), 12-16. EJ 431 936.
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