UNIT # 1

PROFESSIONALISM IN EDUCATION
1.1 The concept of profession and professional

What does profession mean?

Any type of work that needs special training or a particular skill, often one that
is respected because it involves a high level of education:
He left the teaching profession in to start his own business.
The report notes that 40 percent of lawyers entering the profession are women.
Teaching as a profession is much underpaid.
He's a doctor by profession.
Occupation, practice, or vocation requiring mastery of a complex set of knowledge and skills
through formal education or practical experience
A profession is something a little more than a job; it is a career for someone that wants to be part
of society, who becomes competent in their chosen sector through training; maintains their
skills through continuing professional development (CPD); and commits to behaving ethically, to
protect the interests of the public.

Professionals
To be a professional is to be proficient in the profession-whatever it may be. But more than that,
a professional is one who acts for professional considerations and for NOT for personal
consideration. This means that his competence is oriented to the task/goal and not to any
personal reasons. In that sense, a professional is a competent person who acts for professional
considerations. Those who call others, especially their juniors-non-professionals may be right or
wrong depending upon the facts of the situation, but those who talk like this are perhaps not
professionals themselves, because to a professional, the task achievement comes ahead of any
other consideration. It is quite possible that such people are using these terms without fully
comprehending the significance of the term. Loyalty to the profession is the first test of a
professional. Other things come thereafter
Person formally certified by a professional body belonging to a specific profession by virtue of
having completed a required course of studies or practice. And whose competence can usually be
measured against an established set of standards.

2. CHARACTERISTICS OF PROFESSION AND PROFESSIONALS

1: Put customer satisfaction first

Understanding and satisfying your customer's needs are the cornerstones of a successful
business. Do what is necessary to meet those needs. After all, without the customer, there is no
professional.

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You may not view those you work with as your customers, but in many cases, they are. I
remember when one of my managers perceived that I was overly stressed. He pulled me aside
and sat me down in his office where he told me stories and jokes for the better part of half an
hour. He recognized my needs and acted accordingly.
Professionals identify and satisfy their customer's needs.
2: Make expertise your specialty
The very word professional implies that you are an expert. Technical competence is essential in
IT.
 Become an expert in the skills and tools necessary to do your job.
 Always perform to the best of your abilities.
 Keep your knowledge up to date.
Professionals know their trade.
3: Do more than expected
Professionals aren't bound by a time clock. They are given wide latitude in their daily self-
management. They are expected to manage their time and work habits. Don't abuse the privilege.
If you take an hour for personal needs, give back two hours.
The reality is that professionals are expected to exceed the standard 40-hour work weekly. There
are times when you may be asked to work weekends. You may have to forego a vacation or work
12-hour days to complete an important project. All are part of the job description of most
professional positions.
Professionals are expected to produce results. Strive to complete deliverables before their due
dates and under budget.
Professionals meet or exceed expectations whenever possible.
4: Do what you say and say what you can do
You should "engage brain" before speaking — can you really do what you are about to say? If
you can't, the wizard behind the curtain will eventually be revealed and hard-earned trust can be
lost.
Professionals deliver on promises made.

5: Communicate effectively
I go out of my way to visit a dentist who has excellent communication skills. He takes the time to
explain the available options, make recommendations, state the total costs, and promise a date
when the work can be completed. I then feel empowered to make the right decisions.
I recently ordered Internet and phone service from the cable company. I told the salesman that
the existing cable had been ripped out during a landscaping project. Perhaps I wasn't clear or
perhaps the salesman wasn't listening — it doesn't really matter. The message didn't get through
and the wrong person was sent to do the installation. As a result the cable company did not get
my business. Not only did the commissioned salesman lose his sale but he and his company both
looked unprofessional in my eyes.
Resist the urge to blame the customer when communication goes bitter. Effective
communication is ultimately your responsibility — not your customer's.
Whether verbal or written, professionals communicate clearly must be, concisely, thoroughly,
and accurately.

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6: Follow exceptional guiding principles
Appreciate and support those you work with. Practice good manners and proper etiquette. Have
high ethical and moral standards. Be honest and fair in all of your dealings with others. Obey the
law. There are basic values that all professionals should follow.
Professionals adhere to high values and principles.
7: Praise your peers not yourself
Respect and acknowledge the talents of your peers. There is nothing more unprofessional and
self-serving than telling others how wonderful you are.
Professionals are humble and generous in their praise of others.

8: Share your knowledge

It is easy to find yourself in that comfortable place with "unique" knowledge. If you are a
hoarder of information and are of the opinion that all of the skills you have accumulated grant
you absolute job security, think again. The harsh reality is that nobody is irreplaceable.
Information isn't a limited resource. Your mind won't be emptied by giving away kernels of
wisdom or experience. Think of knowledge as an ocean of facts and not a stream of data.
It is possible to share what you know and still keep one step ahead of the competition — simply
apply yourself and learn something new daily.

Professionals help their peers and are respected for doing so.
9: Say thank you
I always tried to find a way to thank others for their help. When their help was above and beyond
the call of duty
Professionals thank others in a meaningful way that most benefits the recipient.
10: Keep a smile on your face and the right attitude in your heart
This has been the hardest item for me to do consistently over my working years. I believed I was
lying to myself and the world by smiling when I was miserable or unhappy with an ongoing
issue at work.
I now realize it's not dishonest to be pleasant when you are having one of those useless days. It is
in fact thoughtful to care about how your attitude affects those you interact with. Share your
unhappiness with your manager only. "Share the misery" is not the mark of a professional.
Professionals are pleasant even during trying times.
The final word
Working with professionals is a pleasure, and I have been fortunate to work with some truly
exemplary ones. There have been a few who liked to be treated as professionals without having
to work and act like one.
You don't have to look any further than the teaching profession to see examples of true
professionals. Think back upon those teachers you've liked the most and model your
professionalism after theirs.
So, how do you measure up? Don't feel bad if you need some work in one or more areas.

Recognize any shortcomings you might have and begin working on your professional image
today.

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 1.2 THE FUNDAMENTAL CHARACTERISTICS OF A PROFESSION
The qualities of a professional person are as a sunrise: they spread warmth and light, and create
growth persistently.
To begin, let’s define a professional as a person competent or skilled in a particular activity, and
relate the term ‘qualities’ to distinctive attributes, characteristics, and values. Then, to outline the
qualities of a professional person let’s adopt three qualities-groups: technical skills, general
skills, and professional values.
TECHNICAL SKILLS
A professional person has the skills needed for the tasks of their profession and the expertise to
use them productively and efficiently. Furthermore, she/he adopts lifelong learning and
professional affiliation to keep those skills current.
GENERAL SKILLS
General skills enable effective use of technical skills. They include: technology-,
communication-, critical thinking-, multitasking-, teamwork-, creativity-, and leadership-skills,
great responsibility, accountability, Based on specialized, theoretical knowledge, Institutional
preparation, Autonomy, Clients rather than customers, Direct working relationships, Ethical
constraints, Merit-based
.
Technology: a professional possesses proficiency in all the technology and Internet-based
applications necessary for their work.

Communication: a professional accurately processes incoming information and presents

outgoing information influentially and appropriately for the audience. S/he knows what to say
and how to say it, listens to understand, writes clearly and efficiently, and chooses the medium
appropriate to the audience. In addition, s/he employs suitable grooming and dress, social graces,
body language, and emotional IQ in interactions with others.

Critical thinking: professionals logically think through and clearly define a challenge and its
desired solutions, and then evaluate and implement the best solution for that challenge from the
available options.

Multitasking: a professional is organized, establishes priorities, and manages time.

Teamwork: as a team player a professional always cooperates, bases decisions on team goals,
keeps team members informed, keeps commitments, and shares credit, not blame.

Creativity: a professional draws on a broad frame of reference to see the deeper patterns lying
behind events and challenges, and reframes to find effective solutions and bring them to life.

Leadership: a professional person inspires others to think more learn more, do more, and become
more.

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Great responsibility: Professionals deal in matters of vital importance to their clients and
are therefore entrusted with grave responsibilities and obligations. Given these inherent
obligations, professional work typically involves circumstances where carelessness, inadequate
skill, or breach of ethics would be significantly damaging to the client or his fortunes.
Accountability: Professionals hold themselves ultimately accountable for the quality of their
work with the client. The profession may or may not have mechanisms in place to reinforce and
ensure adherence to this principle among its members.
Based on specialized, theoretical knowledge: Professionals transmit specialized services based
on theory, knowledge, and skills that are most often peculiar to their profession and generally
beyond the understanding and/or capability of those outside of the profession. Sometimes, this
specialization will extend to access to the tools and technologies used in the profession (e.g.
medical equipment).
Institutional preparation: Professions typically require a significant period of hands-on,
practical experience in the protected company of senior members before aspirants are recognized
as professionals. After this provisional period, ongoing education toward professional
development is compulsory. A profession may or may not require formal credentials and/or other
standards for admission.
Autonomy: Professionals have control over and, correspondingly, ultimate responsibility for
their own work. Professionals tend to define the terms, processes, and conditions of work to be
performed for clients (either directly or as preconditions for their ongoing agency employment).
Clients rather than customers: Members of a profession exercise discrimination in choosing
clients rather than simply accepting any interested party as a customer (as merchants do).
Direct working relationships: Professionals habitually work directly with their clients rather
than through intermediaries or proxies.
Ethical constraints: Due to the other characteristics on this list, there is a clear requirement for
ethical constraints in the professions. Professionals are bound to a code of conduct or
ethics specific to the distinct profession (and sometimes the individual).
Merit-based: In a profession, members achieve employment and success based on merit and
corresponding voluntary relationships rather than on corrupted ideals such as social principle,
mandated support, or pressure (e.g. union members are not professionals). Therefore, a
professional is one who must attract clients and profits due to the merits of his work. In the
absence of this characteristic, issues of responsibility, accountability, and ethical constraints
become irrelevant, negating any otherwise-professional characteristics.

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PROFESSIONAL VALUES
Professional values guide attitudes, behaviors, and the ways in which skills are applied. They
include: motivation and energy, commitment and reliability, determination, pride and integrity,
productivity and economy, and systems and procedures.

Motivation and energy: is expressed through a commitment to the job and the profession, an
eagerness to learn and grow professionally, and a willingness to take the rough with the smooth
in pursuit of meaningful goals.

Commitment and reliability: a professional person shows willingness to do whatever it takes to

get the job done, whenever and for however long is necessary, even if that includes duties that
might not appear in a job description.

Determination: a professional person is resilient. S/he doesn’t back off when a problem or
situation gets tough; s/he chooses to be part of the solution rather than standing idly by and being
part of the problem.

Pride and integrity: a professional person takes responsibility for their actions, both good and
bad, and treats others with respect at all times in all situations.

Productivity and economy: a professional person is always working towards enhanced

productivity through efficiencies of time, resources, money, and effort.

Systems and procedures: a professional person appreciates the need for systems and procedures
and their implementation only after careful thought, and understands and always follows the
chain of command.

Knowledge is like a garden: If it is not cultivated, it cannot be harvested Guinean proverb

1.3 HARMFUL ASSUMPTIONS ABOUT TECHING AND HOW TO

AVOID THEM

I SHOULD KNOW THIS

Often teachers who see many different learners can make the mistake of thinking that they will
mostly respond to the same content equally. However, our students and their learning styles are
as diverse and unique as you can imagine. "The class in front of you is a new group," says
Johanna. "Their needs are different from those of the last class. So every year involves some
relearning how to teach them
WHAT YOU CAN DO:
Make friends with practices like personalized learning or sharing learning intentions, which are
among our own shifts of practice. Both of these will allow your learners to approach the content
in their own way, and thus experience more meaningful learning with you as their guide. Beyond
this, Johanna suggests relearning the content, which is common for teachers functioning at
optimum brain capacity. "Preview the unit, keep summary notes, and trust that once you dive
back into teaching it, the 'aha' of recognition will return," she says

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THE KIDS SHOULD KNOW THIS

As a teacher you'll often find that concepts you figured would be second nature to kids are things
which escape them. At this point, shifting responsibility and playing the game of "who did what"
is fruitless. "It’s common at this point to shift blame onto prior teachers, to blame the students, to
point at poverty, culture, the state of education funding," says Johanna. "But the point, the heart
of this, is really: What will you do?"
WHAT YOU CAN DO:
This is one of the most harmful assumptions about teaching by far, so it has to be addressed
carefully. First, avoid finger-pointing and the urge to lay blame, because at that moment your one
and only job is to teach kids what they need to know to move forward. Next, Johanna suggests
that you forget about pacing and focus on the task at hand. "See what students need, at this
moment, here and now," she says. "Reality and the present moment are your friends, and along
with support and conscientious practice, they will help you and your students grow."
I SHOULD BE BETTER/ DO BETTER
In such a high-pressure vocation as teaching, it's easy for us to be highly critical of ourselves.
Between administration, our colleagues, and our learners, there are many eyes on us every single
day. The key here is to relax and embrace the journey of professional development as a non-
linear one. "The impulse to grow and better serve students is a worthy one, yet the road to
effective teaching is not a straight line," Johanna reminds us.
What you can do: Find ways to make professional development enjoyable and not a bore. It is,
after all, an ongoing process in any teacher's journey. "At some point we take stock of where
we’ve traveled and realize how far we have yet to go," says Johanna. Above all, don't ever give
up and think you aren't reaching your kids. Remember that your efforts may one day transform a
student's whole life

1.4 TEACHING AS A PROFESSION

It can be debatable whether there is woman behind every successful man but it is undeniable that
there are some great teachers behind all successful men and women
Consider to be more than professional, teachers are regarded as the strongest pillars of the
society. Teaching is profession that is the mother of all other professions. A teacher is like a
potter who delicately shapes our impressionable minds and molds it into vessel that defines our
perception and ambition. Teachers have always been respected in all societies in Pakistan. We
have special place for teachers.
If you wish to join the respectable profession of teaching, the following questions must be
answered before becoming teacher.
 Do you love to learn and update yourself?
 Do you love to be around children?
 Do you find satisfaction in helping others?
 Do you enjoy gathering and sharing information?
 Do you have a command over written and oral communication skills?
 Do you wish to bring positive change in society?
 Finally and most important
 Do you have tremendous patience?

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 If you can answer most of the above questions in YES, then teaching can be the best profession
for you

CHALLENGES OF TEACHING CAREER

Every child is unique and needs unique teaching method. Teaching children requires high level
of patience and calmness on the part of teacher. The education system in Pakistan is very weak to
convention and inactivity and hence it can become monotonous. You might have to face
resistance from colleagues and school authority if you wish to implement some innovative
teaching methods. This profession demands you to keep constantly updating yourself and hence
you will have to keep learning all your life. The salary in a teaching profession can be
comparatively lower than some other private jobs. There are many moral obligations on a teacher
and sometimes your personal life can also be judged along with your working

REWARDS
Teaching profession can highly be satisfying because of the visible impacts of your efforts on the
performance of the students.
Teaching allows you to shape the perception of the young generation and hence you have an
enormous contribution towards the society.
As a teacher, you get a lot of holidays and the working hours are usually not too long.
Teachers get a lot of respect in the community, and people seek your opinion in a lot of matters.
A student teacher bond can be as strong as a parent – child relationship, and it keeps making you
proud even after retirement.
Although there are some challenges in this field. It is still one of the most rewarding professions.
A right teacher can create the doctors, sound engineers, honest politicians and most importantly
good citizens for a society. If this makes you feel like joining the profession of teaching, take the
first step towards the profession of teachers

1.5 CHARACTERISTICS OF EFFECTIVE TEACHING

Effective teachers strive to motivate and engage all their students in learning rather than simply
accepting that some students cannot be engaged and are destined to do poorly. They believe
every student is capable of achieving success at school and they do all they can to find ways of
making each student successful
20 Observable Characteristics of Effective Teaching
1. Begins class promptly and in a well-organized way.
2. Treats students with respect and caring.
3. Provides the significance/importance of information to be learned.
4. Provides clear explanations. Holds attention and respect of students….practices effective
classroom management.
5. Uses active, hands-on student learning.
6. Varies his/her instructional techniques.
7. Provides clear, specific expectations for assignments.
8. Provides frequent and immediate feedback to students on their performance.

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9. Praises student answers and uses probing questions to clarify/elaborate answers.
10. Provides many concrete, real-life, practical examples.
11. Draws inferences from examples/models….and uses analogies.
12. Creates a class environment which is comfortable for students….allows students to speak freely.
13. Teaches at an appropriately fast pace, stopping to check student understanding and engagement.
14. Communicates at the level of all students in class.
15. Has a sense of humor!
16. Uses nonverbal behavior, such as gestures, walking around, and eye contact to reinforce his/her
comments.
17. Presents him/herself in class as “real people.”
18. Focuses on the class objective and does not let class get sidetracked.
19. Uses feedback from students (and others) to assess and improve teaching.
20. Reflects on own teaching to improve it.

Top 10 Qualities of a Great Teacher

A great teacher is one a student remembers and cherishes forever. Teachers have long-lasting
impacts on the lives of their students, and the greatest teachers inspire students toward greatness.
To be successful, a great teacher must have:
1. An Engaging Personality and Teaching Style
A great teacher is very engaging and holds the attention of students in all discussions.
2. Clear Objectives for Lessons
A great teacher establishes clear objectives for each lesson and works to meet those specific
objectives during each class.
3. Effective Discipline Skills
A great teacher has effective discipline skills and can promote positive behaviors and change
in the classroom.
4. Good Classroom Management Skills
A great teacher has good classroom management skills and can ensure good student
behavior, effective study and work habits, and an overall sense of respect in the classroom.
5. Good Communication with Parents
A great teacher maintains open communication with parents and keeps them informed of
what is going on in the classroom as far as curriculum, discipline, and other issues. They
make themselves available for phone calls, meetings, and email.
6. High Expectations
A great teacher has high expectations of their students and encourages everyone to always
work at their best level.
7. Knowledge of Curriculum and Standards
A great teacher has thorough knowledge of the school's curriculum and other standards they
must uphold in the classroom. They ensure their teaching meets those standards.
8. Knowledge of Subject Matter
9. This may seem obvious, but is sometimes overlooked. A great teacher has incredible
knowledge of and enthusiasm for the subject matter they are teaching. They are prepared to
answer questions and keep the material interesting for the students.
10. Passion for Children and Teaching
A great teacher is passionate about teaching and working with children. They are excited
about influencing students' lives and understand the impact they have.

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 11. Strong Rapport with Students
12. A great teacher develops a strong rapport with students and establishes trusting relationships

7 Effective Teaching Strategies for the Classroom

 Visualization. Bring dull academic concepts to life with visual and practical learning
experiences, helping your students to understand how their schooling applies in the real-world. ...
 Cooperative learning. ...
 Inquiry-based instruction. ...
 Differentiation. ...
 Technology in the classroom. ...
 Behaviour management. ...
 Professional development

UNIT #2

PROFESSIONALIZATION

Professionalization is the social process by which any trade or occupation transforms itself into a
true "profession of the highest integrity and competence." This process tends to involve
establishing acceptable qualifications, a professional body or association to supervise the conduct
of members of the profession and some degree of demarcation of the qualified from unqualified.
This demarcation is often termed "occupational closure", as it means that the profession then
becomes closed to entry from outsiders, nonprofessionals and the unqualified. Professions also
possess power, prestige, high income, high social status and privileges; their members soon come
to comprise an elite class of people, cut off to some extent from the common people, and
occupying an elevated station in society: "a narrow elite...a hierarchical social system: a system
of ranked orders and classes."

4 Necessary Steps to Professionalize the Teaching Profession

You not only need to understand the topic yourself, but you also need to know how to explain it
to another person and work through any disconnections for that learner. Now, add 25 more
people to that experience — each with their own needs and realities — and it’s easy to see why
teaching is such a demanding, challenging, and rewarding profession.

Yet many people don’t see teaching as a profession; they view it as a job that attracts people who
want summer breaks. But those of us in the industry know that this couldn’t be further from the
truth, and it’s up to us to lend authority to the profession.

Here are four steps you can take to professionalize teaching:

1. Recognize the importance of your work. Doctors aren’t the only professionals with bragging
rights. The ability to inspire others to learn can be just as difficult as fixing a broken limb.

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 Start encouraging conversations about the significance of your work, and explain the challenges
of doing it well. Most people have spent at least one year in the classroom of a teacher that
inspired them to learn, and they would probably agree that this person had a greater impact on
their future than their pediatrician.

2. Use supporting research. There’s plenty of research that highlights how highly trained,
effective teachers are critical to students’ short- and long-term success.

A study by the RAND Corporation found that teachers have two to three times the impact on a
student’s test performance in reading and math than any other school-related factor, including
leadership.

Another study by a trio of economists out of Harvard and Columbia universities tracked 2.5
million students for 20 years and found that a “high value-added teacher” provided a variety of
benefits, including an immediate increase in end-of-year test scores. Students of high value-
added teachers are also more likely to attend college and earn more money. In fact, learning
under a high value-added teacher for just one year can increase a child’s lifetime income.

3. Stress the multifaceted nature of teaching. As a teacher, you can’t assume you know enough
about a subject to teach it to a room full of students with 100 percent success 100 percent of the
time. Much like other professions, to teach effectively, you need to have experience in a wide
range of topics — often with hands-on experience and in-depth training.
Additionally, teachers must be effective communicators, social organizers, problem solvers, and
(depending on the district) school counselors. On top of that, it takes a great deal of innovation to
find the funds — sometimes out of your own pocket — to secure necessary supplies.
4. Contribute to the teaching community at large. While it can take just one teacher to inspire a
student, it’s important to remember that you’re not the only teacher shaping minds. That being
said, it’s essential to be involved in the general teaching community.
Look for ways to work with colleagues to create a supportive and successful learning
environment and identify opportunities for improvement and ongoing education about the craft
of teaching. Learning forward, an association devoted to the advancement of professional
learning for student success, has a number of learning opportunities available, including
conferences, seminars, webinars, e-learning courses, and a training academy.
But continued education isn’t always enough. Even the best teachers struggle with putting new
learning approaches into practice, and it can actually take upward of 20 separate practice
teaching exercises to master a new skill. Establishing a mentorship program at your school to
advice teachers before, during, and after a class can make continued education more worthwhile.
If the school becomes a successful learning environment, you further legitimize the importance
of your profession.

Professionalizing the teaching industry advances the profession as a whole and goes a long way
to create better opportunities for student success. But it also has a significant impact on attracting
more talented people to the profession and retaining the highest performers, which creates a win-
win situation for students and teachers.

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Profession, professional and professional ethics

Profession: "Profess": a public declaration, oath on entering a religious order. A commitment

(vows) to serve for a good end.

Occupation and Profession

An Occupational Group:
1. Delivers important services
2. Makes a commitment to serve the public
3. Claims a special relationship to the marketplace, not merely in the rough and tumble;
distinguished from a trade.
An Occupation Becomes a Profession when:
1. A group of individuals sharing the same occupation organize to work in a morally
permissible way, or to work to support a moral ideal. (i.e. Doctors organize to cure the
sick, librarians organize to promote access to information, etc.)
2. A good, professional soldier must serve his country honorably, even when ordinary
morality, law, and public opinion do not require it.)
These special standards are morally binding to “professed” members of the profession. If a
member freely declares (or professes) herself/himself to be part of a profession, she/he is
voluntarily implying that she will follow these special moral codes. If the majority of members
of a profession follow the standards, the profession will have a good reputation and members
will generally benefit; if the majority of members violate these voluntary standards, professed
members of a profession will be at a disadvantage or at the least receive no benefit from
declaring a profession.
A Professional is a member of an occupational group (characterized above) who:
1. Sees other members, including those employed elsewhere, as peers/colleagues
2. Exercises judgment in the performance of occupational tasks and follows relevant professional
standards.
3. Accepts the profession's agreement to work in a morally permissible way (often expressed as a
code of ethics)
Professional ethics

Professional ethics is defined as the personal and business rules that govern behavior within the
context of a particular profession. They give general outlines of how employees should behave,
as well as specific guidance for handling issues
Professional ethics encompass the personal and corporate standards of behavior expected
by professionals.

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The word professionalism originally applied to vows of a religious order. By at least the year
1675, the term had seen secular application and was applied to the three learned
professions: Divinity (religious practices and religious beliefs), Law, and Medicine. The term
professionalism was also used for the military profession around this same time.
Professionals and those working in acknowledged professions exercise specialist knowledge and
skill. How the use of this knowledge should be governed when providing a service to the public
can be considered a moral issue and is termed professional ethics.
It is capable of making judgments, applying their skills, and reaching informed decisions in
situations that the general public cannot because they have not attained the necessary knowledge
and skills. One of the earliest examples of professional ethics is the Hippocratic Oath to which
medical doctors still adhere to this day

Ethical principles underpin all professional codes of conduct. Ethical principles may differ
depending on the profession; for example, professional ethics that relate to medical practitioners
will differ from those that relate to lawyers or real estate agents.
However, there are some universal ethical principles that apply across all professions, including

 Honesty
 Integrity
 Transparency
 Accountability
 Confidentiality
 Objectivity
 Respect
 Obedience to the law
 Loyalty
 Doing good and avoiding harm to others

Professional Code of Ethics for Teachers

A professional code of ethics outlines teachers' main responsibilities to their students and defines
their role in students' lives. Above all, teachers must demonstrate integrity, impartiality
and ethical behavior in the classroom and in their conduct with parents and coworkers
Teachers help students learn the academic basics, but they also teach valuable life lessons by
setting a positive example. As role models, teachers must follow a professional code of ethics.
This ensures that students receive a fair, honest and uncompromising education.

Students Matter Most

Teachers must model strong character traits, such as perseverance, honesty, respect, lawfulness,
patience, fairness, responsibility and unity. As a teacher, you must treat every student with
kindness, equality and respect, without showing favoritism, prejudice or partiality. You must

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maintain confidentiality unless a situation warrants involvement from parents, school
administration or law enforcement, and never use relationships with students for personal gain

Commitment to the Job

Teachers must wholly commit to the teaching profession. Your classroom should promote safety,
security and acceptance, always avoiding any form of bullying, hostility, dishonesty, neglect or
offensive conduct. You must accurately describe your qualifications, credentials and licenses to
school boards or principals who seek to hire you. You must also fulfill all contracts; obey school
policies; and account for all funds and resources at your disposal. It's your responsibility to
design lesson plans to meet state standards and create a well-rounded education plan that appeals
to a wide range of learners

Keep learning

A professional code of conduct demands attentiveness to continuing education requirements and

career development. You must research new teaching methods, attend classes to maintain your
certifications, consult colleagues for professional advice, participate in curriculum improvements
and stay up to date on technical advancements for the classroom. It's your duty to ensure that
your teaching methods are fresh, relevant and comprehensive. Teachers must engage in
educational research to continuously improve their teaching strategies

Healthy Relationships Top the List

In addition to fostering healthy relationships with students, teachers must build strong
relationships with parents, school staff and colleagues in the community, guidance counselors
and administrators. You must never discuss private information about colleagues unless
disclosure is required by law. Always avoid gossip, including false or mean-spirited comments
about coworkers. Part of the code of ethics requires you to cooperate with fellow teachers,
parents and administrators to create an atmosphere that's conducive to learning. You might be
called upon to train student teachers as they prepare to serve as educators, so a positive attitude
and a team-centered mindset can make all the difference

2.3 Professionalization of teaching profession

There have been changes in the perceptions of education in recent years - and this has been
partially due to the new flows of information and teacher resources which can be found in the
form of the Internet. Because of how our financial situation is brittle and because of how there
are challenges which remain in our society, there have been arguments regarding whether or not
teaching should be professionalized - and whether or not this is good value for money.
Those who report in the world of education now believe that you need to have so much more if
you are going to be an effective teacher. Teaching your lessons is no longer enough because of
how those who spend time in a classroom with students are expected to look out for a number of
different things - including a depressive or negative personality in one of the students, or even
signs of abuse in some severe circumstances.

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Because of this, there are many arguments that a teacher needs to be authoritative, but in a way
that makes them likeable, respectable and approachable. Sometimes, a child might feel detached
from his parents and his home, and because of how a student spends more than half of his time at
school, the next port of call for a conversation in confidence can be a teacher. If a teacher is not a
professional, how will students feel that they are confident enough in the person who teaches
them to disclose in serious issues?
Teachers need to be consistent in their teaching - ensuring that they are present for all of the
lessons. Missing lessons as a teacher is not only reckless from an occupational sense, but the
cancellation of lessons or a substitution teacher can have a negative effect on students who might
be struggling with some frightening exams, needing the consistency and the direction of the
teacher that they usually have. With substitution teachers not having a personal relationship with
students, a knowledge of what has been covered in class, and a different approach to teaching, it
can be damaging for students if the teacher's professionalism is not consistent

Even though it can be important to be firm and fair, losing your temper has been proven to be
ineffective. There will be times when students might misbehave or where they will not fulfill the
expectations and what you have planned in class, but the points of call following on from this
should be a discussion and not alternative methods such as shouting and isolation from the rest of
the class. Talking through an issue can allow you to gain a better understanding of the reasoning
behind why something might have happened. Also, if you are willing to get to know the people
you teach, you might have a broader knowledge of the different circumstances which they might
be handling in their personal life

A working relationship can be made so much more productive when it is brought in line with a
personal relationship. Bond with your students; talk about last night's episode. Being open and
informal from time to time can actually add to your professionalism

2.4 PROFESSIONALISM
The competence or skill expected of a professional. The conduct, aims, or qualities that
characterize or mark a profession or a professional person
The level of excellence or competence that is expected of a professional
Professionalism is skill or behavior that goes beyond what an ordinary person would have or
behaving in a more formal or business-like manner

Public education teachers are professionals. They see themselves as such and rightly so.
There is a great deal of training and education to become a teacher, and it is a position of
respect in most communities. The role requires both customer service skills and technical
know-how that surpasses average employees.
As it is a professional role, it matters if teachers are demonstrating professionalism on a
daily basis. There are many reasons why it matters, but more than anything, it comes
back to our attitude. Because what we are doing is so very important, we need to treat i t
as such.

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Here is an analogy that may help teachers understand why professionalism is so
important: If a doctor came into a patient room to discuss cancer treatment with the
patient, he would expect a degree of professionalism in dress, language, and
confidentiality. Just by “looking the part,” speaking clearly and with authority, and
demonstrating expertise in the field, the doctor has credibility and trust from the patient.
If these were lacking, the patient may not trust the doctor he is working with an d, in turn,
may not take his or her advice about treatment.

The same is true of teachers. If we want those around us to treat us like professionals, we
must demonstrate professionalism in what we do. If we want parents to trust us and heed
our advice, we need to communicate like professionals. If parents have questions about
curriculum and instruction, we teachers should know the latest research and best practices
in our field.

If you are ready for a “professionalism checkup” as a teacher, here are

some areas of reflection to think about:

1. Do I always demonstrate outstanding communication skills?

Communicating as a professional is crucial for teachers. When meeting with
parents in person or speaking with them on the phone, teachers must sound
professional and use correct grammar. The same is true when writing to parents
via email. It is even important to provide good oral and written feedback to
students when grading. We must model good communication and demonstrate its
importance to our students.

2. Am I reliable for my students, colleagues, parents, and principal?

One of the areas that I hear about most from employers is the need for employees to
“show up and show up on time.” As a teacher, this should be a no -brainer, but it is
still important to remember. Even showing up on time to meetings, IEPs, and
professional development is important. We aren’t just professionals for a few hours a
day—we are professionals at all times.

3. Do I use sarcasm to joke with my students?

For some teachers, this would probably be a surprising addition to the list. A sense of
humor with students is an important trait for teachers to have, but using sarcasm in the
classroom is inappropriate. Just the other day, my 8th grade daughter mentioned
something a teacher told her. I said that he was probably joking (it was obvious
sarcasm to me), but she wasn’t so sure. This is why we shouldn’t use sarcasm in the
classroom. At times it can be very biting and almost mean-spirited. But even if not, it
is hard for many students to understand—especially those who struggle with context
clues and reading between the lines. Sarcasm can be confusing, and therefore not
funny, for many students. I have found there is almost always a better way to joke
with students then using sarcasm.

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 4. Do I keep up on my knowledge of profession?

Being current on best practices and current research is critical as a professional.

Teaching is not like other professions, such as medicine or technology, in the sense
that there is not a rapidly changing flow of new research. But there are studies that
both confirm what we do and challenge some of our current practices .

5. Am I demonstrating professional dress?

This one isn’t high on the list, but it does matter. Just like judging a doctor by how
they look the part, teachers are judged in the same manner. Dressing is effective for
parents as well as for students. Teachers should dress professionally.

Teachers should ask themselves each of these questions and reflect while asking
themselves, “Am I doing everything I can to be viewed as a trusted professional?” If the
answer is “no” or even “maybe not,” then teachers should do what they need to for the
sake of their students, their school, and their profession.

Characteristics of professional

 Excellent Communication Skills. ...

 Superior Listening Skills. ...
 Deep Knowledge of and Passion for the Subject Matter. ...
 The Ability to Develop Strong Relationships with Students. ...
 Friendliness and Approachability. ...
 Preparation and Organization Skills. ...
 A Strong Work Ethic. ...
 The Ability to Build Community
1. Understanding the psychology of the students and then beginning your lesson with your
students.

2. Determining the current level of the students.

3. Focus on thinking processes and problem-solving skills rather than mere facts and
figures.

4. Make learning fun but not entertaining.

5. Supporting the students along the way of learning by determining the weakness of the
students.

6. Use feedback to help you and your students to get better.

7. Establish high academic standards.
8. Focus on quality rather than quantity.

9. Never work harder than your students but always smarter than your students.

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2.6 The importance of values in teaching

Important and lasting beliefs or ideals shared by the members of a culture about what is good or
bad and desirable or undesirable. Values have major influence on a person's behavior and
attitude and serve as broad guidelines in all situations.

It is important to know that moral values are important to be taught to the students because
moral values have an impact on the students' achievement and behavior.

Values are the rules by which we make decisions about right and wrong, should and should not,
good and bad. ... And the teacher also has an important part to teach moral values or character
building to their students. They can impart values to the lesson topic or activity at the class.

Our values inform our thoughts, words and actions. Our values are important because they help
us to grow and develop. They help us to create the future we want to experience. Every
individual and every organisation is involved in making hundreds of decisions every day.

Values in education is teaching and learning about the standards that a society thinks important.
The aim is for students not only to understand the values, but also to reflect them in their
attitudes and behavior, and contribute to society through good citizenship and ethics

“Education without values, as useful as it is, seems rather to make man a cleverer devil.” – CS
Lewis

To decide, an educator would first need to consider context: students now live in a fully
globalized world in which more people than ever are connected via the web. One of the
significant results of this greater communication and access to advanced technology is the deluge
of information we receive – news, entertainment, opinions, advertisements and so on. How are
young minds to cope with all this stimulation? Are they properly equipped to cope with it at all?
Values in education can help ensure that they are.
Even though the world changes rapidly, the values that students need to develop are actually not
really much different to those that were taught in bygone generations. It is just the application of
those values in education that has changed.

Showing respect to others, for instance, or caring for the environment are just as important as
they ever were – and maybe even more so – but they are now applicable in a variety of new
ways. For example:

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  Teaching students to be respectful of others can now be applied to their behavior online
as well as off-line. Students should understand the importance of acting responsibly and
respectfully when using forums, social media, or mobile devices.
 Similarly, good citizenship can now be equally applied to practicing good citizenship,
whereby students learn to avoid the misuse of information or to acknowledge and respect
others’ right to peace and privacy.
 Showing tolerance and understanding to those less fortunate. The escalating Afghan
refugee crises are challenging both communities and schools to integrate people in a
respectful and sustainable way. School is the ideal place to start teaching the correct
values towards refugees and develop understanding of different cultures around the
world.

These are just some of the values that educators should be aiming to instill in their students. As
the educators and experts we contacted point out below, values are an essential part of the
response to a number of difficult challenges that education faces:

Publisher and former educator, Greece says, “The devastating conflict in the Middle East and the
waves of refugees seeking protection in Europe will soon have a significant impact on values in
education throughout the European continent. Educational leaders need to find ways to integrate
the refugee population in school in a way that is both pragmatic and respectful.”

Teacher Trainer and eLearning Specialist, US says, “The challenge we face worldwide is how
teachers, parents, leadership, and communities will help learners design intelligently and
innovate with compassion. We badly need citizenship back in the curriculum. We also need less
focus on grades and standardizing. We need more focus on providing the room for
experimentation and testing of ideas several times without students having to worry it will have
high risks on their grades, admission into college, and future.”

Educator and Author, Spain, “A major challenge about the values in education is to teach non-
discrimination and respect for others. Students must learn to recognize different cultures and
ways of thinking, and to understand that prejudices can hinder the ability to think and live in
peace.

This challenge also extends to the natural world and bio-diversity. This means considering the
environment as the ‘third educator’ (after the family and school), whose role is to promote

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learning from experiences abroad, contact with the natural world. It also means recognizing the
abilities of children as active and informed citizens.”

3 quick tips for teaching values in education

It’s clear that teachers have a central role in imparting these values to students. There are many
ways by which they may do so, but to help give an idea, here are three quick tips.

1. Lead by example

Probably the most important point of all, if you want your students to show solidarity, be
supportive. If you want your students to respect diversity, then you have to respect diversity too.
It’s the teacher’s responsibility to lead by example.

2. Embrace adversity

Create scenarios in which students feel outside of their comfort zones (within reason) and are
confronted with situations that reinforce the values in education. Doing so will allow students to
become familiar with examining and understanding different points of view – something that is
very important to developing a greater sense of maturity.

3. Use external resources

External resources offer a great alternative to the above in allowing students to explore situations
that might otherwise be impossible in the context of a class. These resources may include films,
shorts, documentaries, news, or numerous other study resources.

Importance of Teaching Values in Education

You know as a parent one of the most important decisions that you are going to make in life is
selecting the right school for your child. Every parent wants his or her child to be a paragon of
values. There is a long list of values like be it honesty, generosity, love, compassion, patience,
humility or self-discipline. We all want our children to have these special qualities to become
good human beings.

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In Modern Era values such as Environment protection, interfaith harmony, gender equality has
gained so much value. These values are developed by a foundation established by parents,
siblings, relatives and social peer group.
In school values like group spirit, fair play and sincerity towards work, come first. Later, when
the kid will start certain question in his young adulthood the old values are judged and new
values are formed.
These are some important tips whichever parent should follow to teach values to their children:-
1. Family Values:-
Both parents should be on same track and guide the same values. If one of them does not agree
with other then they should not question them in front of their child Otherwise, child get
confused or they take advantage of the condition.
It is very important for children to be connected with their grandparents, from whom they can
learn the value of simple living.
2. Teaching sympathy values:-
For example, a small girl who accidentally puts classmate’s notebook in her bag may not
understand how this affects the other girl. The parents need to explain to his/her child how
his/her classmate is likely to get beaten or scolded by parents and maybe she can’t even perform
well in the test if she will not study.
We should let our child know that how to put yourself in someone else shoes.
3. Discipline, faith, and integrity:-
You have to tell them that you have faith in them that they can work it out. You should avoid
lectures and don’t go to a rescue or fix anything let them give a chance. You should express
compassion.
4. Model Good Values:-
One of the best things that you can do for your children is that you should set an example for
them. They will learn from you that how you treat them, overhearing your communications with
others and observing what you do in different circumstances throughout the day.
If we want our children to take values like honesty, self-respect, and compassion, then we need
to show these qualities. The teaching can if your children see you behave in ways that different
what you’ve said.
5. Use every day experiences as a springboard (facilitator) for conversation:-
Every day you get many opportunities to teach your children about values. Use these meetings to
start a conversation. You can tell about any incident you hear about in the news channel,
something you or your children do or something they observe someone else do. These can
become great on the spot lesson for your child.
6. Share your personal experiences:-

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You can tell of a time when you stand up for your words rather than going along with the
audience, befriended a student at school whom all students were teasing, turned in a lost purse
rather than keeping the money for yourself, or worked very hard to achieve the desired goal.
When you tell each incident, narrate why it was such a moral story, how you came to make the
decision you did, and how everything turned out.
Nowadays trend of home education is increasing everywhere around the globe with many
families included in this trend.
We know that in a class of 40 students we can’t expect much from a teacher to explain each and
everything. The teacher can follow a prescribed method of teaching to complete the course in
stipulated time. So we know that every child doesn’t get proper time and attention.
The best thing about home education is that you can switch to home education any time. There
are some tips for educating your child whether you educating the first time or you have been
doing it for many years:-
1. Be a friend, not a lecturer
Your ultimate goal will become an educator of your child. You don’t have to give a lecture, and
very soon you will find that you are also learning something new alongside your child.
2. Attend Parent teacher meeting
Every parent should try to attend home-school conferences. You will get many chances to check
a large number of the curriculum; you can build networks and can listen to great speakers.
3. Free environment
You should not try to duplicate a classroom environment and course in your home.
4. Don’t rely on technology
One should not depend much on technology to educate a child. Because if we use a personal
computer-based course and when we will experience certain problems, then your children will
not do anything until the problem is fixed.
5. Be creative
First, you have to decide an approach that how you teach your child at home. One of the biggest
advantages of homeschooling is that it allows freedom to parents to determine how and what
their child learns. If you are trying to recreate a traditional school culture at your home then you
should apply curriculum approach for best results.
The most important thing is that you need to communicate with your children. You can talk
about what wrong they did in past and how to make better decisions, what qualities God wants to
see in us, and why you’ve made certain choices in your own life.

UNIT # 3
All teachers are expected to know and follow the outlined code of
conduct for their profession.

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 A. Commitment to the Profession
 Conduct yourself in a reasonable manner in the development of Government policies affecting
education.

 Do nothing in your private or public pursuits which will bring your profession to disrepute.

 Keep in confidence, information that had been obtained in the course of professional service, unless
disclosure serves professional purposes or is required by law.

 Offer advice and give helpful criticism as the need arises. In this matter you have a special
responsibility to teachers in training and junior colleagues.

 Open confrontation of whatever nature must be avoided.

 You should neither allow other employment to impair the effectiveness of your professional service, nor
permit commercial exploitation of your professional position.

 Keep all records accurate and up to date.

 All correspondence addressed to the Ministry of education should be channeled through the Head of
the School, in the first place.

 The meeting of deadlines must be given priority, and thoroughness in the preparation of required
documents is crucial.

 Professional growth is absolutely necessary and must be given priority.

 Devote full working time to your vocation; teaching effort and time on task are essential for success.
B. Commitment to Colleagues
 Treat your colleagues as professional equals, regardless of their status.

 Treat your colleagues with courtesy at all times.

 If you are a Head, behave in such a manner that you earn respect. Win it by upholding integrity, dignity,
appropriateness and efficiency at all levels.

 If you are a Deputy or Senior Master/Mistress, hold the balance between the Head and the other
members of staff evenly poised.

 Respect the functional superiority of those set in authority over you.

 In correcting a subordinate, do not make the intent known to others, unless it is necessary.

 Be impartial in your decision with members of staff.

 Cliques (group) and fractions among members of staff will not be tolerated.

 Do not discriminate on grounds of race, colour, creed, or national origin, nor interfere with the free
participation of colleagues in the affairs of their association (s).

 Do not deliberately twist evaluation of colleagues.

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 C. Attendance, Leave and Absence
 If you must visit the Ministry of Education, do so on the days specify. Do not abuse the concession.

 Be regular and punctual. Attendance should be faithfully recorded. Teacher should report for duty at
least fifteen minutes before the session begins.

 Note that there are no free periods, but non-teacher periods which ought to be utilized on a contingency
basis.

 The Head has the right of temporarily assigning a member of staff to teach a class in the absence of a
teacher timetable to do so, providing that the member of staff is professionally and academically able to
so do.

 Prior approval in writing should be obtained before proceeding on leave. In case of illness or
emergency, inform the Head without undue delay.

 Do not abuse leave concerns.

 Report your resumption of duty promptly.

D. Commitment to Students

In fulfilling your obligation to students –

 Place high value on and demonstrate to students’ commitment for excellence in work, manners and
achievement.

 Encourage students to practice respect for other and to be thoughtful and helpful at all times, especially
in relation to the aged and the handicapped.

 Encourage students to exercise discipline.

 Help students to develop a sense of responsibility, self-reliance and independence.

 Encourage students to show respect for all forms of duly constituted authority.

 Demonstrate patriotism and appreciation of freedom with responsibility.

 Help students to differentiate right from wrong and justice from injustice.

 Encourage students to show respect and appreciation for personal and public property.

 Assist students to exercise tolerance as they strive for understanding of other’s ideas and beliefs.

 Strive for consistency, firmness and understanding in disciplinary dealings with pupils.

 Instill a feeling of pride in self, school and community.

 Help students to understand and appreciate that the development of acceptable attitudes and
standards is more important than blind obedience to rules.

 Strive to develop mutual courtesy and respect between teachers and pupils.

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 Dealing justly with each student and treat each with courtesy and consideration.

 Work towards developing and promoting good human relations and qualities.

 Do not encourage undue familiarity with students.

 Do not smoke, drink or eat during teaching sessions in the presence of students.

 Do nothing by teaching or example likely to corrupt student.

 Stimulate the spirit of enquiry, the acquisition of knowledge and understanding and the thoughtful
formulation of worthy goals.

 Respect the confidentiality of information about a student or his home and withhold it, unless its release
serves a professional purpose benefits the student, or is required by law.

 Undertake to constantly pursue the improvement of learning facilities and opportunities.

 Make responsible efforts to protect students from conditions harmful to health and safety.

 Do not use the facilities of the school to tutor students privately, for gain.

 Do not discriminate on grounds of ability, race, colour or creed.

 Remain IN LOCO PARENTIS while the child is in your care, and fulfills this responsibility according to
the law.

 Co-operate, as far as your professional obligation will allow you, in securing the wished of parents for
their children.

 Seek to foster the interest of parents in the progress of their children.

E. Commitment to the Community

The Teaching vocation occupies a position of public trust. Education is effective when school and
community co-operate in a constructive manner.

 Adhere to any responsible pattern of behaviour accepted by the community for professional persons.

 Perform the duties of citizenship, and participate in community activities with due consideration.

 Discuss controversial issues from an objective point of view; keep your class free from prejudiced
opinions.

 Respect the community in which you are employed and be loyal to the school system, community and
nation.

 Work to improve education in the community and to strengthen the community’s moral, spiritual and
intellectual life.

 Encourage the community to participate in the life of the school.

 Co-operate with approved agencies concerned with student Welfare.

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 Conduct professional business through recognized educational and professional channels.

 Do nothing in your teaching, calculated to instill contempt or disobedience to the laws of the land.

3.3 Professional Dispositions

Professional dispositions are the habits of mind and resulting behaviors that make it possible for educators
to use their professional knowledge and skills to fulfill the vision expressed by the conceptual framework
of the School of Education at SUNY Oswego.

Educators must express professional values, commitments, and ethics in order to promote authentic
learning by all students in socially just school environments. We expect the potential for these
dispositions to be exhibited by candidates at entrance to all programs. Faculty, administrators, teachers
and other school personnel associated with programs in the School of Education support the development
of candidates' understanding and practice of these professional dispositions with a socio-cultural
perspective. Our goal is to prepare educators to function effectively as socially conscious catalysts for
change, who create and sustain school environments where excellence is cherished and social justice
flourishes.

 Advocacy - Educators understand how social structures and power relationships disadvantage
some groups of learners; assume an effective leadership role in recognizing and challenging
injustice; and act with courage and patience to ensure that all students can learn authentically at
high levels in socially just schools.
 Collaboration - Educators listen, communicate, and work effectively with others from a variety of
diverse backgrounds to provide a safe, inclusive, equitable and shared learning environment.
 Commitment to authentic learning and teaching - Educators exhibit enthusiasm, initiative, and
dedication to the task of providing a safe, inclusive, equitable environment for all students to
learn at high levels; and seek effective new ideas, diverse perspectives, and relevant information
to develop continuously as educators for social justice.
 Critical reflection - Educators exhibit self-awareness and critical inquiry into their own biases and
teaching practice within a socio-cultural perspective; and seek and respond appropriately to
constructive feedback from others to improve their own practice.

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  Integrity - Educators exhibit honesty, fairness, trustworthiness; adhere to professional ethics and
standards of behavior; recognize and challenge injustice in effective ways; and act in the best
interest of all students and others in the learning community.
 Socially-conscious respect - Educators demonstrate cultural sensitivity, empathy, caring, and
rapport; seek to understand others; and believe all students can learn authentically at high levels.
 Socially-conscious responsibility - Educators hold themselves accountable for authentic learning
by all students; and exhibit initiative, reliability, maturity and sound judgment in implementing
equitable best practice for all students and others in the learning community.

3.4 Top 10 Characteristics of a Muslim Professional

Posted on January 31, 2014 by Mustafa Kazmi

At Muslim Ad Network, we pride ourselves to follow the sunnah of Prophet Muhammad (PBUH)
teachings. This blog post will go through the top Ten Characteristics we feel are necessary of a
Muslim Professional.

Below are some saying from the Prophet (PBUH) and Ayah from the Quran that is a reminder for all
of us as Muslims:

“They believe in God and the Last Day, and enjoin the doing of what is right and forbid the doing of
what is wrong, and vie with one another in doing good works and these are among the righteous.”–
Quran 3:114
Allah says in the Quran: “And if any one puts his trust in Allah, sufficient is (Allah) for him. For Allah
will surely accomplish his purpose. Verily, for all things has Allah appointed a due proportion” –
(Surah Al-Talaq)
Prophet Muhammad (peace be upon him) said: “If only you relied on Allah a true reliance, He would
provide sustenance for you just as He does the birds: They fly out in the morning empty and return in
the afternoon with full stomachs. (Ahmad, An-Nasa’I, Ibn Majah, Al-Hakim and At-Tirmidhi)
1) Accountability – The first characteristic of a Muslim Professional is being Accountable.
 Always keep your word. The Prophet (PBUH) says, Each time you keep a commitment you are
rewarded by Allah (subhana wa ta’ala) for obeying Him. If you mix a few drops of wine in a glass
full of water, it spoils the whole glass of water and makes it unfit for consumption. Similarly,
dishonesty in any sphere of your life permeates and corrupts your entire nature and eeman.
When a person’s words carry no weight, it only reveals his/her treacherous nature. [Baihaqi]

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 We have often seen that one of the biggest things Muslims are known for is fulfilling what you
have committed to doing. We must make our Niat (intention) to complete the task at hand and to
be able to deliver on time. This is what it means to be Accountable.
2) Courtesy – We treat our fellow co-workers, managers, customers, subordinates, and partners
with courtesy and follow the steps of our Prophet (PBUH).
 Abu Darda (radi Allahu anhu) reported that the Prophet (sal Allahu alaihi wa sallam) said:
“Nothing will be heavier on the Day of Resurrection in the scale of the believer than good
manners. Allah hates one who utters foul or coarse language.” [Tirmidhi]
 We as Muslims, need to set an example of what it means to be a Muslim. For example, if we
always cursed and portrayed negative habits at the workplace, our fellow Non-Muslims that you
work with will have a negative perception of Islam. Therefore, if a positive courteous image is
portrayed, then they will be drawn towards Islam and will have a positive image of Muslims. We
need to be ambassadors of Islam and should know that as a Muslim Professional we always
must have the highest of courtesy.
3) Respect – We as Muslims must give respect to our fellow brothers / sisters at all times.
 He Is Not Quality Muslim Who Does Not Show Kindness To The Young Ones And Respect To
The Older Ones. [Tirmidhi]
 This is a basic principle of a Muslim to be able to control your ego, your anger at times when
things are not going the way they are supposed to. As a Muslim, we must give respect at all
times regardless of the situation and whether things are going the way you want them to go.
 We have seen in our countries back home and even Muslims abroad in America, that our ego
overtakes what Islam teaches us and that is to be respectful towards everyone, not just
Muslims. As a Muslim Professional, this is one of the most basic characteristics that we must all
strive to have.
4) Honesty – When making decisions / taking actions, we must remember that our religion teaches
being truthful. We make sure that in every dealing that we have with our peers, superiors, or
customers, we are always being honest even if it may not make us look good, Honesty in Eyes of
Allah is obligatory, and the right way.
 Abdullah ibn Mas’ud reported: The Messenger of Allah, peace and blessings be upon him, said,
“Verily, truthfulness leads to righteousness and righteousness leads to Paradise. A man may
speak the truth until he is recorded with Allah as truthful. Verily, falsehood leads to wickedness
and wickedness leads to the Hellfire. A man may tell lies until he is recorded with Allah as a liar.”
[Sahih Muslim]

 Prophet Muhammad (peace be upon him) said: “The buyer and the seller have the option of
canceling or confirming the bargain unless they separate, and if they spoke the truth and made
clear the defects of the goods, then they would be blessed in their bargain, and if they told lies
and hid some facts, their bargain would be deprived of Allah’s blessings”.( Bukhari, Volume 3,
Book 34, Number 293)

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 The Hadith tveaches us that if we want barakah in our jobs, careers, businesses, organizations,
we must be honest and not try to take advtantage of another individual or party be knowingly
decieving them and lying to them. As a Muslim Professional, it is expected for you to follow the
teachings of Allah and our Prophet (PBUH) to be truthful when speaking or conducting
business. Any transaction that is made on lies, there will be bigotry, no barakah, no blessings
from Allah in that transaction. It will end up hurting you more then you think you will gain from it.
5) Punctuality – We are always on time, Punctuality is about keeping an amaanah (Trust
‫)أمانة‬. The hadith below teaches us that we as Muslim Professionals should follow the prophet’s
sayings of prayers being on time. Therefore, if there are meetings, events, calls, then we must
adhere to the time and be there on time as the Prophet has taught us.
 Narrated Jarir bin ‘Abdullah: I gave the pledge of allegiance to Allah’s Apostle for to offer prayers
perfectly, to pay Zakat regularly, and to give good advice to every Muslim.
 As a Muslim Professional, the precedence that should be set is for us to always be on time and
not be late. Our Niat (intention) must be to conduct business in a timely manner and not being
punctual. This is a sunnah that the prophet teaches us even in our daily 5 prayers. The reward
of praying salah on time is much greater then praying salah after the time it was prescribed. We
can use the same example when coming to meetings, joining calls, or being somewhere to
conduct business.
6) Tranquility – As a Muslim, we must show calmness at all times and be in a state of peace. We
can get tied up in long meetings, disagreements, heated discussions, arguments.
As a Muslim Professional, you must be able to show patience and calm, being in a untroubled
state. This will cause a more positive working environment and provide everyone comfort when
speaking to each other and speaking their mind. Having a state of Tranquility (calmness) will bring
ease and stress-free working environment.

 Allah says: “Those who believe and whose hearts find tranquility in the remembrance of Allah,
verily in the remembrance of Allah do hearts find tranquility.” [Surah Ar-Radd: 28]

 Abu Huraira reported: The Prophet, peace and blessings be upon him, said, “Richness is not
having many possessions. Rather, true richness is the richness of the soul.”

 Al-Bara reported: A man was reciting the chapter of the cave (surah al-kahf) and there was a
horse tied with two ropes at his side, a cloud overshadowed him, and it came nearer and nearer
as his horse became frightened of it. He went to the Prophet, peace and blessings be upon him,
in the morning and mentioned that to him. The Prophet said, “Continue reciting. Verily, that was
tranquility which came down for the recitation of the Quran.”

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7) Focus – We remain focused on the task at hand and the goal ahead. We navigate through
obstacles or setbacks but never lose sight of where we are headed and are focused to get the job
done regardless of the challenges faced.
 Our prophet would go through battles during Ramadan and through hard times, but he remained
focused to the duty of his people. This is a reminder from Allah that we must focus on our
priorities and stick to them and don’t lose sight!

8) Self-Critical – As a Muslim, We must look our selves in the mirror first before pointing out faults
of others.
 The Prophet (PBUH) said: ‘Blessed is he who preoccupies himself with his own defects, rather
than those of others.’ (Musnad Al-Bazzâr)

 We must be able to look ourselves in the mirror first before we point out faults of others. We
must be non-judgmental and not make presumptions as Muslims.

 As a Muslim Professional, this is very important, when there is a conflict or a critical situation,
then one must look at himself first before standing ground and being firm in their own
opinion. This will help resolve issues and conflicts and will avoid conflicts to drag on and grow
bigger and bigger.

9) Ethics – We strive to choose the option that is based on sound Islamic tenets, even when other
alternatives appear more profitable/easier in the short run. We must always choose the right thing
to do, and not undermine Allah’s injunctions or any individual(s).
 “The noblest of you in the sight of Allāh is the best of you in conduct” (49:13).

10) Faith – We have faith in Allah in whatever we do as a professionals. We must remember that
Allah is the king of kings and the best planner. We always begin with saying ‘Bismillah’ and always
end with saying ‘Alhamdulillah’. It’s a blessing what he has given to us to allow us to succeed in our
professional careers.
 “They believe in God and the Last Day, and enjoin the doing of what is right and forbid the doing
of what is wrong, and vie with one another in doing good works and these are among the
righteous.” – Quran 3:114

 Allah says in the Quran: “And if any one puts his trust in Allah, sufficient is (Allah) for him. For
Allah will surely accomplish his purpose. Verily, for all things has Allah appointed a due
proportion” (Surah Al-Talaq)
 Prophet Muhammad (peace be upon him) said: “If only you relied on Allah a true reliance, He
would provide sustenance for you just as He does the birds: They fly out in the morning empty
and return in the afternoon with full stomachs. (Ahmad, An-Nasa’I, Ibn Majah, Al-Hakim and At-
Tirmidhi)

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3.2 Commitment to professional Renewal

It is generally acknowledged that good teachers engage in a process of continual—or at least periodic,
hut regular— self-renewal. Such processes are of paramount importance for chemistry teachers, as well
as those who teach other sciences, because of the rapid progress that occurs in these areas. Some of the
problems associated with attempts to teach a subject that is rapidly changing have been advanced on
this page. Here, we are concerned with the professional obligations of teachers. It has been estimated
that as many as 70% of the scientists and engineers employed in the educational system teach college
undergraduates. The addition of science teachers in secondary schools leads to an enormous number of
individuals who are faced with developing a response to the problems of professional self-renewal on an
individual basis. The majority of these persons teach in non-research sett ings and therefore cannot
teach at the graduate level, which tends to encourage a teacher to keep closer to the leading edge of his
subject. Attempts to stimulate a mind already exposed to a body of basic information dictate an
awareness of the “state of the art ” that is occasionally experienced in introductory courses when
teaching the so-called “bright students.” Teaching undergraduates in a research setting also tends to
encourage an attitude of inquiry in persons who teach undergraduate courses exclusively. The proximity
of research in a teaching environment suggests to the young scholar that chemistry is everchanging, and
that his teachers are discussing ideas which are important at this moment but may be transitory in a
longer range. "This creates an important intellectual mind-set for the future chemist as well as for the
non-scientist. The serious question remains: How can we maintain a high level of continuing professional
development for a large body of teachers in a rapidly changing subject where there exists a very real
potential for stagnation? Non-engagement with subject matter on an intellectual level for long periods
of time is certain to produce a dormancy and apathy which will surely be sensed by the average student.
A general decline in confidence in the educational process has led to declining enrollments, which
results in concomitant budget cutbacks. Many institutions are in a process of retrenchment which is
partially reflected in maintaining faculty size at a more or less constant level. The entire process
minimizes the infusion of new talent (and perhaps new ideas) and produces an overall increase in the
age of the faculty; we can expect that science faculty will be more expensive, in terms of constant
dollars, during the next decade. Superimposed on all of these factors, which ultimately get expressed in
fiscal terms, is the ever-present pressure of nearly double-digit inflation. Faculty needs for professional
development do not appear to abate, however. In spite of these pressures teachers will be expected to
educate and train the chemists of the next generation, for we know that not to do so would lead to
more numerous and serious problems than we perceive now. Superficially there might appear to be
adequate routes for maintaining teacher currency. The National Science Foundation has several college
faculty-oriented programs—a Science Faculty Development program and the Chautauqua Short Course
program. The former is more expensive per participant than the latter, but they address different needs.
Unfortunately neither of these programs, individually or together, can accomodate the number of
persons who should be able to—and would like to be able to—participate in them. Given that both are
quality-oriented and excellent, the relatively small number of participants is not sufficient to make an
adequate impact on the problems of keeping up with a rapidly changing discipline such as chemistry.
Substantially greater numbers of chemistry teachers at all levels of instruction need to be reached, but
the problem of maintaining professional growth for the number of persons involved is too

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 overwhelming to be addressed by one agency, even if it could be well funded. Professional growth is
highly individualistic, depending on where the teacher is coming from and what he perceives his future
goals to be. Other sectors of society must become more involved in the renewal process than they are
now. State and local governments, industry, colleges and universities, and professional organizations—
hard pressed as they may be—must develop creative responses to assist teachers in their continual
pursuit of professional renewal. On the other hand teachers of chemistry must recognize that, although
the arguments for self-renewal are compelling, teachers have no automatic claim on the public
pocketbook to support such efforts. Their case will always be judged against other demands and
occasionally will be found wanting. Inevitably teachers will be asked, directly or indirectly, to go the last
mile alone. Even after all else fails, we must be prepared to fulfill the promise of our commitment to our
subject.

Problems faced by the beginning Teachers

An urban myth goes around saying that in the first couple of weeks of school you cannot control
the chaos. Anxious students out of focus, paperwork, planning and trying to find your normal
rhythm, all fall under teachers’ attributions and have to be managed at once. From time
management, to finding educational resources and enabling functional communication channels,
all these problems seem to affect educators at this time of the year. The flip that education took
toward technology can come in handy even in this kind of situations. That’s why if you succeed
to find a proper educational toolkit to untangle all this fuss anticipatory, you will solve half of
your problems with no headaches.

So which are the most beneficial educational tools to use for each problem in particular?

5 Teacher's Challenges and The Best Educational Tools to Address

Them

1. Time Management issues

If you ever felt the need to literally beat the clock, you have to seriously consider to clear
your schedule and put all your tasks in order. Making lesson plans in advance, thinking
through projects and owning a personal calendar can help in this kind of situations. One of
the most basic tools that each educator should use is Google Calendar. It is free and can help
you to always be in time for meetings and know your schedule at any given time. It sends
friendly reminders on both email and phone. Add regular meetings, classes and always know
your spare time. Moreover, organizing all your data can also save some time. You can use

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 Dropbox or Evernote in this way. Learning to keep your data organized in the cloud is easy
and convenient.

2. Finding proper resources

When resources come up, it is only natural to think about budget. Although at the
commencement of the school year educators already have a plan in mind, it is always
gratifying to find new resources, especially if they are free. In this matter, platforms like
Teachers Pay Teachers are more than welcomed. Structured as an open market of resources,
you can find many things there, from lesson plans to printables or all kind of fun stuff for
your class. Another way to catch some good offers are flash deal websites such as Educents.
Here you can find various educational resources at a discounted price or even for free.

3. Getting to know your students

Regardless if your students change from year to year, they all develop new skills, new habits
and grow new perceptions year after year. That’s why it is always important to know the
children whom you are going to work with. You can use a survey to make icebreakers and all
kind of activities. You can use TeacherVision for inspiration or use a free online survey
tool to create online questionnaires and have student complete them on computer or other
gadgets. It can be great for a course beginning as you can customize it to fit your needs and
use it to find out important facts about your new students.

4. Adapting class activities

Children have become accustomed to new technologies and are always eager to learn new
skills and discover fun activities. Thus, educators have the task to always come with new
educational apps, new ideas for projects and ways to keep them interested while learning.
More and more educators are accepting gamification as part of their teaching routine. To get
some inspiration and maybe to see how other benefit from such apps, you can see Fun Brain,
Math Chimp or Smart Kit. In addition you can use online quizzes, iPad educational apps or
find new group activities form the class. You can always check websites such
as Scholastic which have great resources and online activities.

5. Ease communication with parents

With a simple form builder you can get closer than ever to parents. For example,
with123ContactForm you can create forms to request feedback, to gather information and
have everything centralized in a solid database. Web forms have so many possible uses: from
teacher appraisal to field trip approval or even school fundraising. Forms are easy to create,

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 do not require any special skills and are effective to use. In addition, you can also use a tool
like WDWDT, a custom messaging system that enables information about students’
whereabouts and eases communication with parents. You have to always give parents access
to the school status of their children, let them contribute to school activities if they wish and
make them feel involved in the educational process.

These are just a few of the educational tools and educational resources which you can use to
facilitate certain tasks or to improve your workflow. New educational apps emerge each day, we
just have to select the proper ones that will bring us the most favorable outcome. What kind of
educational apps and tools did you use for this school year beginning?
Problems of a new teacher

Issue of Mentoring in the 21 Century provides an overview of the challenges and

st

concerns new teachers face and some brief suggestions to guide mentoring practice in
those areas. The points included here are addressed in detail in Chapter III ofThe
21 Century Mentor’s Handbook.
st

The eight areas of potential challenges and concerns of new teachers are

 Personal
 Professional
 Curriculum, Instruction, and Assessment
 Relationships with Students and Focus on Student Learning
 Organizational Systems for the Teacher, the Classroom, and Students
 School/District Policies and Procedures
 Collegial Interactions
 Parents and Community
Personal
As we know from Maslow’s Hierarchy it is all but impossible to concentrate on the needs
of others when we are struggling with our own personal needs. Both novice teachers
and experienced teachers new to a district, school, or assignment have to find their
place in the social structure of the school and the community. Their need to find
appropriate housing, establish personal relationships, and locate a gym or other
recreational facilities can occupy much of their time and emotional energy. In the
interest of having fully satisfied teachers who feel supported as human beings, mentors
need to be appropriately helpful with both information and introductions. This sets the
new educators up to concentrate on the work they were hired to do.

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Professional
The second challenge is one that novice teachers may not even know is an area of
concern. If the new educators are twenty-somethings who have just completed an
undergraduate program, they may never have had the need to think about medical
benefits, investment programs, or saving receipts for taxes. Chances are good that they
do not know which documents, hard copy or electronic, they should keep in well-
organized folders. Such papers might include job offer letters, contracts, transcripts,
permanent certification requirements, professional development expectations,
certificates for recertification points, etc. While human resources departments usually
provide an overview of these professional responsibilities, most new teachers’ heads are
in the classroom they soon will be working in; in fact, they are most likely thinking
about the bulletin boards. Those who are listening quickly get a “deer in the headlights”
look in their eyes! Mentors can assist by identifying the essential information that the
new educators need to organize early in the school year and help their protégées set up
appropriate files. Another professional issue that mentors should address early on is the
teacher performance evaluation system. We can help the new educators not only
understand how the system works but what the criteria looks and sounds like in the
classroom and throughout the professional community.

Curriculum, Instruction, and Assessment

While we want to ensure that new teachers feel supported as individuals that is not the
whole picture of mentor responsibilities. Our main area of focus has to be on student
learning and mentoring work around curriculum, instruction, and assessment has to be
at the forefront of mentoring efforts. In most districts, gone are the days when new
teachers did not know what to teach and wallowed in choices that resulted in “hobby
teaching.” That scenario has been replaced by lengthy documents which identify the
standards of learning to be addressed, pacing guides, common assessments, and
rubrics as well as information on standardized testing. Most of our mentoring time and
energy should be focused on helping our protégées plan and implement instruction and
assessment that addresses the curriculum and promotes student learning. This work
ensures that there is a fully qualified teacher in every classroom.

Relationships with Students and Focus on Student Learning

Building respectful relationships with students is a challenge for all teachers and
especially for teachers new to the profession. The most important piece of advice we
can give new teachers is that the best management program is a strong instructional
program. Given that our goal is not well-managed students but rather well-educated
students we need to coach new teachers in the creation of a learning-centered
environment where all students feel a part of the learning community. Many novice
teachers spend inordinate amounts of time creating and monitoring deficit-model
behavior programs in which students find their names on the board or their marker
moved from green to yellow when they do not meet teacher behavioral expectations.
We need to help our protégées understand that, rather than focusing on control and

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compliance, their time and energy is best spent designing active, engaging, and
interesting lessons.

Organizational Systems for the Teacher, the Classroom, and the Students
An important mentor responsibility is helping new teachers identify what procedures are
needed, which ones are working, which ones are not working and why not, and then
help them design alternative systems. In the recent past, novice teachers were focused
on organizing their own learning; now they have to organize space, materials, and time
for five to fifty others. This is a daunting task. It is easy for them to get discouraged
and even blame the students for the chaos that may occur. One shortcoming of the
student teaching process is that student teachers are usually assigned to teachers and
classrooms where all the systems are operating smoothly with no apparent effort;
supervising teachers may not even think to explain what work had been done to set up
these systems. Mentors may want to take protégées who are struggling with
organization on a “learning walk” through smoothly functioning classrooms and have a
coaching session about what the new teacher could try.

School and School District Policies and Procedures

Policies regarding grading and reporting, fire drills, parking permits, leave policies, etc.
can be mind-boggling to even the most experienced veteran. The professional new to
the district can drown in the details and not be able to discern which are essential and
which are nice to know, but not show-stoppers. Mentors can provide “just in time”
guidance and support as particular events and due dates approach.

Collegial Interactions
New educators can either be overwhelmed by too many offers of help or by a feeling of
isolation and neglect. Mentors play an important role in helping teachers new to the
district identify and access all the support staff available at the building and district
level. Additionally, we need to be sure that new staff members know who the “untitled”
but incredibly knowledgeable experts are on various aspects of teaching and learning
and who among their colleagues is more than willing to lend a helping hand. Another
responsibility of mentors is to keep the principal and all the other members of the staff
informed as to what is happening in the mentoring program and how they can and
should play an important role in the induction of new staff members.

Parents and Community

This can be an extremely challenging area of concern for some novice teachers. One of
the most challenging events of the year is Back-to-School Night when novice teachers
have to explain what the children will be learning throughout the year when they, in
fact, are not sure what they are doing the next day. Mentors can play an important role
in helping these new teachers prepare for that event and parent conferences by role-
playing and even sitting in on difficult conferences. Additional problems can surface
when some parents appear to be either over involved in their child’s educational

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program or seemingly uninterested or unable to be supportive of the learning of their
children. Mentors can help their protégées be positive, proactive, and if problems
surface, problem solve with them. It is most important that mentors help new teachers
see parents not as the enemy but as partners in their children’s education.

To assist you in addressing the eight areas of challenge and concern mentioned above,
see the attachment titled Needs Assessment for New Teachers (PDF) which is reprinted
from The 21 Century Mentor’s Handbook. It is organized by the eight categories
st

described in this column and can be used multiple times throughout the induction
process. New educators indicate on the needs assessment which areas are of high
concern and which are of low concern at the present time. This data can help you
maximize your mentoring time and energy.

Problems of a new teacher

A teacher's first year on the job is often difficult. According to research, student achievement tends to be
significantly worse in the classrooms of first-year teachers before rising in teachers' second and third
years (Rivkin, Hanushek, & Kain, 2005). The steep learning curve is hard not only on students, but also
on the teachers themselves: 15 percent leave the profession and another 14 percent change schools
after their first year, often as the result of feeling overwhelmed, ineffective, and unsupported (Ingersoll &
Smith, 2003; Smith & Ingersoll, 2004).
Surveys and case studies offer compelling insights into the areas in which new teachers commonly
struggle. By effectively addressing these areas, schools can help new teachers improve their skills more
quickly, thereby keeping them in the profession and raising student achievement.
Struggling with Classroom Management
The biggest challenge that surfaces for new teachers is classroom management. A 2004 Public Agenda
survey found that 85 percent of teachers believed "new teachers are particularly unprepared for dealing
with behavior problems in their classrooms" (p. 3). A separate survey of 500 teachers found that teachers
with three years or fewer on the job were more than twice as likely as teachers with more experience (19
percent versus 7 percent) to say that student behavior was a problem in their classrooms (Melnick &
Meister, 2008).
When interviewed, many beginning teachers say their preservice programs did little to prepare them for
the realities of classrooms, including dealing with unruly students. "A bigger bag of classroom
management tricks would have been helpful," one first-year teacher confessed (Fry, 2007, p. 225).
New teachers universally report feeling particularly overwhelmed by the most difficult students. One
Australian first-year teacher interviewed for a case study observed that having a disruptive "student in my
classroom is having a significant impact on my interaction with the remainder of the class … As a first-
year teacher, I don't have the professional skills to deal with this extreme behavior" (McCormack, Gore, &
Thomas, 2006, p. 104). Often, classroom management difficulties can prompt new teachers to jettison

37
many of the research-based instructional practices they learned in college (such as cooperative learning
and project-based learning) in favor of a steady diet of lectures and textbooks (Hover & Yeager, 2004).
Burdened by Curricular Freedom
Another concern that new teachers commonly raise is a lack of guidance and resources for lesson and
unit planning. In a recent survey of more than 8,000 Teach for America teachers nationwide, 41 percent
said their schools or districts provided them with few or no instructional resources, such as lesson plans.
When classroom materials were provided, they were seldom useful; just 15 percent of the respondents
reported that materials were of sufficient quality for them to freely use (Mathews, 2011).
Although such curricular freedom may be welcomed by veteran teachers, it appears to be a burden for
new teachers, who have not yet developed a robust repertoire of lesson ideas or knowledge of what will
work in their classrooms (Fry, 2007). Case studies have observed novice teachers struggling "just trying
to come up with enough curriculum" and spending 10 to 12 hours a day juggling lesson planning; grading:
and the myriad demands of paperwork, committees, and extracurricular assignments (Fry, 2007, p. 225).
It's worth noting that many schools that have successfully raised low-income students' achievement have
taken a distinctly different approach. Rather than letting new teachers sink or swim with lesson planning,
they provide binders full of model lesson plans and teaching resources developed by veteran teachers
(Chenoweth, 2009).
Sinking in Unsupportive Environments
The sink-or-swim nature of many first-year teachers' experiences frequently surfaces as another
significant challenge. New teachers often report difficult interactions with colleagues, ranging from "benign
neglect" of administrators (Fry, 2007, p. 229) to lack of cooperation or even hostility from veteran
teachers.
One first-year teacher, for example, said a colleague flatly refused to share his lesson plans, which was
"unfortunate my first year, sinking down and getting no help" (Hover & Yaeger, 2004, p. 21). Another
teacher reported that a veteran member of her department came into her classes, propped his feet up on
her desk, and disrupted her teaching by throwing out historical facts. "It was so degrading," she said
(Hover & Yeager, 2004, p. 20).
More than anything else, novice teachers often appear to yearn for, yet seldom receive, meaningful
feedback on their teaching from experienced colleagues and administrators (Fry, 2007; McCormack,
Gore, & Thomas, 2006). Regrettably, teacher mentors, ostensibly assigned to provide this support, were
sometimes part of the problem, dispensing little guidance, if not bad advice (Fry, 2007). In the words of
one new teacher, "Some of the teachers who are mentors shouldn't be. They're not nurturing people;
they've just been here the longest, and they want [the mentor position]" (Hover & Yaeger, 2004, p. 20).
How Schools Can Scaffold Success
New teachers bring energy and enthusiasm to their classrooms, but also a specific set of needs. Whereas
experienced teachers might bristle at receiving classroom management tips, model lesson plans, and
constructive feedback on instruction, new teachers appear to long for such supports. School

38
administrators should recognize that, like students, new teachers need scaffolded assistance. This
support should go beyond merely assigning them a mentor, a practice that only reduces five-year attrition
rates by one percentage point, from 40 to 39 percent (Smith & Ingersoll, 2004).
If, however, school administrators provide mentoring and guidance, schedule common planning periods
to plan lessons with colleagues, and reduce new teachers' workloads by providing an aide in the
classroom or fewer preparations, they can cut the attrition rate of their beginning teachers by more than
half—down to 18 percent (Smith & Ingersoll, 2004). This early investment in time and resources may
result in long-term gains by shortening new teachers' often-perilous journeys from novice to experienced
professional.

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