National Board Professional Teaching Standards (NBPTS) Five Core Propositions, Where Are We In Public Rural Education?
In reflection of the professional
dispositions relative to professional practice known as National Board
Standards we have five propositions. I would like to focus your attention
towards the following action steps: teachers
are committed to students and their learning, teachers know the subjects they teach
and how to teach those subjects to students, teachers are responsible for
managing and monitoring student learning, teachers think systematically about
their practice and learn from experiences, and teachers are members of their
learning communities. As I evaluate professional progress within teacher
education I now use the above dispositions to guide my continuous improvement
efforts. Teachers in America’s classrooms must continue to reflect, revisit,
and improve current practices if we are to move our students closer to global
readiness with a focus on STEM via Technical Education.
One
of the greater conversations that I continue to share with fellow educators is
the preparation given within teacher readiness programs. Too often we see the
same trends being implemented with a continuous level of failed practices and
efficiency unmeasurable. Within my current administrative role as Educational
Director for Career Technical Workforce Development I am finding that many
educators who are entering the professional lack the traditional background needed
in teacher education. For example, Methods Courses, Psychological Evaluation
Classes, Special Education Classes, Classroom Management, etc. With this, there are failed attempts in
educating students towards their fullest learning potential because there are
initial barriers on the front-end; the instructional readiness of the educator
– teacher prep programs.
The
five-professional disposition/propositions are all tied to these areas that I
have mentioned. Educators are trained, but the needs of our current students
often require continued renewing of educational standards and practices.
Recently I presented at a national conference among educators. I saw more new
faces and younger faces but, yet I noticed the same trends and conversations.
This reflects the valued placed on educator training. Nationally, we share the
same concerns in regard to our students and wanting them to be successful.
However, we are not making the steps in the better directions to improve our
quality of professional practice. We often say what is the return on invest;
well I see a need to require more on the front end in efforts of getting more
on the back end.
When
I think of my personal strengths and weaknesses I think that I am fairly
addressing my need to improve my practice. I hold a Bachelors’ Degree in
Elementary, a Master of Education Degree in Educational Administration, an
Educational Specialist Degree in Educational Administration and a Doctorate
Degree in Educational Leadership. Post-doctoral I have a Master of Science
Degree in Instructional Design and Technology as well as a Master of Science
Degree in Higher Education. I am constantly preparing myself to be a better
educator and leader by posturing my practices with relevance and recency. In my
references to the dispositions I feel that I am planning, preparing, and
improving my efforts personally but seeking additional and ongoing educational
credentials. I often encourage my subordinates to do the same. We can not lead
our students when our students have caught up with us educationally. The
process is designed to lead and learn and in that fashion we as the educators
must be able to direct and guide our students.
As
I give attention towards the technical (technology) side of teacher quality,
student assessment, and achievement I focus again on the readiness of our
educators. When I was assigned to my current position, I noticed that I did not
have an academic credential in this area. My certification was general yet it allowed
me to serve in this role as administrator of STEM Technical Education. However,
I needed to do more. Therefore, I earned a degree in a STEM area which improved
my technology proficiencies. In my advocacy I yet push my students and fellow
educators to learn how to maximize the use of their technology at all cost. On
this past week, I did something very simple, I had a conference call in place
of a standard faculty/staff meeting. The concept was to allow everyone to be in
their individual locations yet focusing on the business at hand. Some were
eating, driving, watching television etc, but we were all joined to discuss our
business matters and informational needs. The possibilities of improving
teacher quality rests with professional learning. On tomorrow in my school
district we are planning to have all educators take an assessment (WorkKeys) an
assessment that all our students are required to take. This will give a very
finite view as to what we expect of our students; can we also meet these
expectations? Already, educators have called to see if they really must sit for
this assessment. I am concluding this is how students feels when we issue
assessment request to them. Are they prepared, do they know the content, did
the educator provide ample learning opportunities, are just a few of the
concerns?
In
closing, I am very appreciative for the learning outcomes that I have been able
to provide myself. They have prepared me to be a leader in education at best. I
often self-assess to determine if I can meet the needs of my students and
learning community. To do this without fail, requires that I work to improve my
skills and dispositions addressed in the five-propositions for National Board
Standards. Education does work but it works best when it is re-tooled towards
meeting a shared outcome; student achievement.
Resources:
Nieto,
S. (Ed.). (2014). Why we teach now. New
York, NY: Teachers College Press.
Rotherham, A.
& Willingham, Dr. (2009). 21st century skills: The challenges ahead. Educational Leadership, 67 [1], 16-21.
Retrieved
from the Walden Library databases.
Posted by:
Dr. Melvin Alonza Lowe, III, EdD
Educational Director - Macon County Public Schools
lowema@maconk12.org
