4d: Participating in the Professional Community

Schools are, first of all, environments to promote the learning of students. But in promoting student learning, teachers must work with their colleagues to share strategies, plan joint efforts, and plan for the success of individual students. Schools are, in other words, professional organizations for teachers, with their full potential realized only when teachers regard themselves as members of a professional community. This community is characterized by mutual support and respect, as well as by recognition of the responsibility of all teachers to be constantly seeking ways to improve their practice and to contribute to the life of the school. Inevitably, teachers’ duties extend beyond the doors of their classrooms and include activities related to the entire school or larger district, or both. These activities include such things as school and district curriculum committees or engagement with the parent-teacher organization. With experience, teachers assume leadership roles in these activities.

(Danielson, C. 2013)

Artifact 4d-1

One way that I have been able to engage in the professional community was by engaging with other teachers. Through humility and professionalism, teachers can find that some of the greatest resources are other teachers. As we recognize our responsibilities, we strive to work together and discuss out students' needs. I have had the great opportunity to work with teachers that have practiced this in my Senior Practicum. While creating my writing unit, these teachers have asked for the resources that I have created in order to introduce their own writing unit to the class. As we work together and strive for our students' success, we can find the best resources for our students. Linked here are some of the tools that I have adopted from other teachers, as well as some material that I have created and that experienced teachers have asked to use in their lessons.

Parent Teacher Conferences

Artifact 4d-2

One example of where I got to participate in the professional community was last October, in parent teacher conferences. I asked my mentor teacher if I could participate in parent teacher conferences and observe her as she discussed with the parents. She agreed that I could participate and come. When I was there, I took record of the parent teacher conferences and kept notes of how my mentor teacher kept control of the meeting, stayed professional, even with aggressive parents, and what tools she used to guide her meeting. These notes are brief, but are an accurate record of the parents attitude and action, the type of student the teacher was talking about, the material that was presented at the meeting, and how my teacher responded to each scenario. I went to show support and to see how to participate professionally with other adults.

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