It is with great pride that I am classed by society as a professional.

Being a teacher
is not only to me living my dream, but being someone that others look up to for
knowledge, advice and even inspiration. Personal responsibilities go hand in hand
with the job, just as we encourage learning every day I believe that teachers have a
professional responsibility to learn something new every day and take it back to the
classroom.
Each lesson that is taught would always have loop holes. When the students are
engaged in learning, this is where my reflective thoughts happen. Reflection is an
important part of professional responsibilities as it always helps me to see things I
may have missed in a lesson and gain insights into how I could have make this
lesson better and outline the things I would do different the next time.
A challenge for me is keeping a paper trail on each student. Sometimes the work
day does not grant me sufficient time to do any record keeping as I am just trying to
cover the work set out for the day. Students progress is recorded each week as I
set time aside to ensure that this is done every Tuesday. However, if an incident
occurs it is recorded immediately. Students are also able to keep track of their
progress using charts in the classroom where stickers, stars and arrows are used to
illustrate progress per day.
Since I was assigned to the small school where I teach presently, I am able to hold
good relationships with parents. Parents are welcomed to the school to inquire
about their childs progress and the teacher in turn provides evidence which
supports progress or indiscipline as the case may be.
My current place of work is like a second home. My colleagues are like family. Since
its only seven members of staff, cooperation is mandatory. Each person undertakes
the role of a leader and a team player where their strengths and weaknesses arise.
This Bachelor of Education degree is very important to me. I have undertaken this
area of study to grow and develop professionally. I do not want to be a teacher
forever, one day I would become a principal and can even look beyond that as a
curriculum officer so I can play a crucial role in this country and strive to rewrite the
over packed curriculum we teach from today.
As one of the youngest members of staff at the Guaracara Hindu School, I believe
that professional responsibilities are displayed by all members of staff. Our goal is
to aim higher and serving our students with respect and nothing but the best
education. Having said that, I have outlined three of my professional short term
realistic goals which I think are more than attainable in the near future.

Teachers Growth Strategies

Successfully complete my final three UNB courses with

nothing less than As.
Create a study and assignment plan which would enable me
to structure and prioritize my studies.
Balance work, home and school life without having any
hampering on the other.
Perfect my practicum and accept comments and criticisms
to improve my practice.

Professional
Goal 1

Personal Performance Indicators

To complete my
Bachelors of Education
degree in 2016 and
become a qualified
teacher in the primary
school system, as a result,
enhance my education,
position and salary.

De-stress each day, using mindfulness, before I attempt any

studies or assignments.
Stick to the schedule I have created for myself and stay on
task.
Treat myself when I succeed in what I set out to do with
something I enjoy doing, eg. Shopping or travel
Continue to keep a journal to record highlights of learning
and reflect on new strategies tried in the classroom.

Students performance indicators

Assess students adaptation to new and improved strategies.

Recognise and record improvement in students work both written and oral.
Use more formal than summative assessment to track students
performance throughout the term.
Give positive descriptive and evaluative feedback when where
improvement is needed.
Have students write exit slips each day eg. What I already know, what I
have learnt and one question I have is

Teachers Growth Strategies

Professional
Goal 2

Discuss my reason for change with the principal by outlining

how summative forms of assessment are better indicators in
assessment FOR, OF and AS learning.
Gradually change the forms of assessment used in the classroom
to being more summative throughout the term rather than
formative at the end of the month and end of term.
Continue searching and learning new forms of summative
assessment which can be used in and out of the classroom.

Personal Performance Indicators

Use more formative than

summative forms of
assessment for learning

Prepare the necessary resources so the use of summative forms of

assessment such as observations, self assessment, peer assessment,
presentations and projects.
Continue my learning on summative forms of assessment to educate
myself and others about its benefits.
Provide samples of the summative forms of assessment so as to provide
good exemplars of what is required to meet the criteria.

Students performance indicators

Chart students progress using summative rather than formative and

make an informed decision whether it worked or not.
Question students through interviews on which form of assessment
they prefer and why?
Observe whether or not the change in type of assessment used
changed the students attitude to work, knowledge and understanding
of content and application.

Teachers Growth Strategies

Professional
Goal 3

Include students in setting the criteria for learning.

Hold discussions with students so they are able to ask questions about
the criteria to gain enough information so as to meet the requirements
of the criteria.
Explain the criteria to students in detail so they have a holistic view of
task.
Share knowledge about co-constructing to other members of staff to
encourage this practice throughout the school from Infant 1 to
standard 5.
Display criteria so students can always refer to it for clarity.

Personal Performance Indicators

Involve students in coconstructing criteria for

learning, as a result, students
would know and understand
what is required from them.

Have patience with students when setting the criteria and always
ensure their voices are heard and their thoughts, once
constructive, are used.
Be able to make the final decision when setting criteria to
maintain an authoritative role.
Reflect on the usefulness of co-constructing criteria.

Students performance indicators

Self assessment : Do I understand the criteria? What have I done?

What else do I need to do?
Record performance before and after co-constructing criteria is used,
compare the results of assignments and given classroom task, then
assess its effectiveness
Use samples of students work to assess performance.
Reduction in tension and anxiety of the unknown criteria.

Students ability to follow instructions and meet given criteria.