Introduction
The teacher profession requires a lot of dedication and defined goals that must be achieved during the educational process. To establish explicit purposes and perspectives on the concept of teaching, each specialist must determine the priorities and methods that they consider the most suitable to achieve the stated objectives. Prioritizing students’ needs and innovative teaching methods are the tools of successful educators.
The Purpose of Education
Defining purpose may present an issue due to the diversity of possible variations of secondary goals, which appear behind the primary objective of successful knowledge transition. Education assumes concepts and issues related to human nature, our world, knowledge and how we gain it, and ethics. Consequently, inquiries that center on these broad concepts have a philosophical orientation (Johnson, 2018). The fundamental presumptions that govern behavior establish values and ultimately explain what determines teachers must regularly confront the course of all existence.
One of the main compelling perspectives on purpose relies on a realistic education framework. The need to prepare students to be successful in various fields of study and ready for every situation in the real world is essential for modern teachers. Realists assert that enhancing human reasoning is education’s ultimate purpose. Educators’ purpose is to encourage rationality by forcing students to study structured areas of knowledge, teaching students how to get it, and guiding them as they use observation and experimentation to reason critically. For a subject to be taught coherently, teachers’ objectives are based on specialized knowledge about the subject. They should also have diverse experience to demonstrate the connections between various areas of expertise.
Differentiation using Standards-Based Instruction
Regardless of the chosen approach for the educational objectives and philosophical frameworks, standards of professional activity remain the same and create the foundation for further personal development. Several main points contribute to creating an inclusive environment that meets the needs of diverse students. The first is the teacher’s knowledge and unique qualities that help them understand and adjust to the student’s needs. The dispositions of fairness and respect for the diversity of others, for instance, directly correlate to the ideas of an appropriate educative process, including cultural, religious, racial, or social differences (Grand Canyon University, n.d). However, the second element of putting standards into practice requires a community.
One of the duties of classroom teachers is to educate them to the standards. All parties in the school and district should help educators. Collaboration between general and special educators can give children more chances to practice and address the standards. All students gain from the many pedagogical strategies, learning philosophies, and viewpoints that two or more educators collaborating in the same classroom can give. Parents, teachers, and administrators may all use the same terminology when discussing a student’s objectives and progress with the help of a set of standards established across the state or district.
Advocates
Teachers’ conviction that education can simultaneously liberate and suppress students defines the core commitment. Teacher advocates pursue two additional goals to address this paradox. First, they arrange their class organization as democratic and compassionate to motivate the students by utilizing localized and culturally appropriate teaching methods. Researchers define this as teachers caring about their students’ “well-being” and ensuring they have access to equitable learning opportunities. Second, the study (Bradley-Levine, 2018) found that teachers work outside the classroom to effect systemic change. Teachers transmit their public opinions and position by interacting with external audiences, showing their intentions and ideas. The importance of advocacy in the educational process is also evident due to the disposition’s description. Through innovative pedagogical methods that combine problem-solving skills and guidelines for effective communication, teachers can help students reflect on their experiences and concerns. Teacher leaders who are advocates actively work to create environments where the different needs of children can be met. Studies have shown that teacher leaders may effectively advocate for change at the state level by drawing on their understanding of education and leadership. As a result, educators who advocate social responsibility support the search for solutions to equality challenges.
Educational Reflection
Observation is the primary tool that improves professional abilities and skills needed for successful educational outcomes. In the classroom, the teacher is the decision-maker who oversees and adapts lessons based on observations, contextual data, and assessment information about students’ performance and responses. These multi-layered sources of data about student’s progress inform selection regarding instruction. Teachers can evaluate student learning and determine and modify the instructional focus by reflecting on contextual learning outcomes formative and summative data gained through assignments. Recognizing opportunities for growth can be facilitated by taking the chance to reflect on education, lesson content, new educational policies, and teacher engagement with students. The school system and curricula must be considered part of the self-reflective process and how they affect and change professional effectiveness. Another vital component is mentioned in the professional and pedagogical knowledge and skills on Learner Goals — collaboration among teachers (TCDC, n.d.). To establish the working practices, it is helpful to compare and contrast the utilized strategies to determine the most successful. Therefore, the self-reflection focused on current policies, new approaches, and students’ data can help to develop additional professional skills and knowledge.
Conclusion
In conclusion, many educational activity elements determine the teaching process’s quality and outcomes. The system is centered around the chosen frameworks; in the paper, it is a realistic approach, according to which further strategies are determined. However, advocacy practices and strategies for working with diverse students are based mainly on universal educators’ dispositions and must be followed. The current tendencies and policies in the profession, supported by collaboration with other educators’ experiences, determine self-reflection.
References
Bradley-Levine, J. (2018). Advocacy as a practice of critical teacher leadership. International Journal of Teacher Leadership, 9(1). 47-62. Web.
Grand Canyon University. (n.d). Professional dispositions of learners. Web.
Johnson, J. A. (2018). Foundations of American education: Becoming effective teachers in challenging times. Pearson.
Teacher Candidate Development Center (TCDC) (n.d.) Learner goals. College of Education. Web.