Nurturing Growth, Inspiring Minds: A Teacher's Journey Towards Excellence in Educatio
Embarking on my journey as a student-teacher, the broad practice experience has been instrumental in shaping my understanding of the COTAP framework’s essential roles: a caring cultivator, an inspirational co-constructor of knowledge, and a committed role model of professionalism. This immersive experience has deepened my appreciation for the multifaceted nature of teaching, emphasizing the importance of empathy, collaborative learning, and ethical conduct. It has highlighted the transformative impact a teacher can have, not just academically, but in fostering personal growth and well-being in students. Motivated by these insights, I am committed to evolving as an educator who inspires, nurtures, and leads with integrity and compassion.
Personal Education Philosophy
Caring Cultivator of All-Round Growth: My goal is to nurture students holistically, fostering not only their academic growth but also their emotional, social, and ethical development. I believe in creating an inclusive and supportive classroom environment where each student feels valued and empowered.
Inspirational Co-Constructor of Knowledge: I aspire to be a facilitator who encourages active learning, critical thinking, and collaboration among students. My aim is to create a dynamic learning environment where students are motivated to explore, question, and construct knowledge together.
Committed Role Model of Professionalism: I strive to exemplify the highest standards of professionalism in my teaching practice. This includes continual self-improvement, ethical conduct, and a commitment to lifelong learning.
Reviewing Past Goals and Current Progress
Two years ago, during my 1st Broad Practice (BP) experience, I embarked on a journey of professional growth as a student-teacher. This formative period, filled with learning and discovery, led me to set specific goals for my development in the three key roles outlined in the COTAP framework. Now, as I reflect on my journey, I aim to review these goals, assessing my progress and identifying areas for further growth. This process is crucial for my continuous development as an educator, ensuring that I remain aligned with the evolving demands of the teaching profession. (For more details: https://jimmychan.pro/eduhk-bp1-e-portfolio/on-site-bp/fe-reflection/)
Current State: Evidence-Based Evaluation
Inspirational Co-Constructor of Knowledge:
- Past Goal: To integrate innovative teaching methods and improve assessment design.
- Evidence of Progress: My involvement in designing ICT mock exams and feedback from peer reviews have shown significant improvement in my ability to create diverse assessments. Moreover, my adoption of new digital tools in the classroom, as noted in lesson observations, demonstrates my commitment to incorporating innovative teaching strategies.
Caring Cultivator of All-round Growth:
- Past Goal: To deepen understanding and responsiveness to students’ individual needs.
- Evidence of Progress: Student feedback surveys and reflective journal entries indicate an enhanced ability to connect with students on an individual level. My participation in professional development courses on differentiated instruction has equipped me with strategies to address diverse learning styles, as evidenced by the positive changes in student engagement and participation.
Committed Role Model of Professionalism:
- Past Goal: To expand knowledge of educational policies and curriculum changes.
- Evidence of Progress: My active engagement in educational webinars and membership in professional teaching associations, as documented in my professional development portfolio, reflect my efforts to stay informed about current educational trends and policies.
By continuously revisiting and reassessing my goals, I ensure that my journey as an educator remains dynamic and responsive to the needs of my students and the ever-changing educational landscape.
Setting Goals for the Next 2-3 Years
- Inspirational Co-Constructor of Knowledge:
- Goal: Enhance my skills in assessment design and integrate more innovative teaching methods, particularly through the application of Artificial Intelligence (AI) in education.
Plan: My goal to enhance assessment design skills and integrate innovative teaching methods will focus on the emerging trend of AI in education. I plan to enroll in an online course on AI applications in education, providing foundational knowledge in adaptive learning systems and AI-driven assessment tools (Luckin, Holmes, Griffiths, & Forcier, 2016). Additionally, I will experiment with ChatGPT for lesson planning and developing AI-assisted learning activities, evaluating its effectiveness in enhancing student engagement and learning outcomes (Vasilescu & Uszkai, 2021). This will include action research to assess the impact of these AI tools on my teaching methodologies and student experiences (Holmes, Bialystok, & Fancourt, 2019). The integration of AI tools like ChatGPT into my teaching practices aims to pioneer advanced educational strategies, aligning with my aspiration to be an inspirational co-constructor of knowledge.
Caring Cultivator of All-round Growth:
- Goal: Deepen my understanding of students’ individual needs and adapt my teaching methods accordingly.
- Plan: Register a course specializing in differentiated instruction offered by an university in Finland which I will go there for an exchange program in next semester, which will focus on crafting inclusive lesson plans that cater to a wide range of learning styles and abilities (Tomlinson, 2001). Additionally, I will establish monthly discussion groups with fellow educators to exchange experiences and strategies for managing learning diversity. In these groups, we will set measurable goals, such as increasing student engagement by 20% or improving assessment scores for struggling learners. In my classroom, I will systematically apply the strategies learned, and engage in reflective journaling after each lesson to assess their effectiveness, making adjustments as needed (Hattie, 2008). This comprehensive approach, grounded in research, will enable me to better meet my students’ diverse needs and foster an inclusive learning environment.
Committed Role Model of Professionalism:
- Goal: Broaden my knowledge of current educational policies and curriculum changes.
- Plan: Broaden my knowledge of current educational policies and curriculum changes is multifaceted. Firstly, I will subscribe to and actively engage with educational resources like the EDB News page and relevant academic journals. This continuous engagement will keep me abreast of the latest policy changes and best practices, a strategy supported by research indicating that regular exposure to educational literature positively impacts teaching effectiveness (Richardson, 2001). Additionally, joining The Hong Kong Association for Computer Education will allow me to participate in events and discussions that provide insights into educational technology trends and policy updates. Participation in professional associations is shown to enhance educators’ professional development and knowledge (Darling-Hammond & McLaughlin, 1995). Lastly, organizing and leading a professional learning community within my school will enable me to disseminate and discuss recent educational developments. Research suggests that professional learning communities contribute to improved teaching practices and student outcomes, as they foster collaborative learning and exchange of ideas among educators (Vescio, Ross, & Adams, 2008).
References
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
Hattie, J. (2008). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Holmes, W., Bialystok, L., & Fancourt, N. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. UNESCO.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An argument for AI in education. Pearson Education.
Richardson, V. (2001). The role of attitudes and beliefs in learning to teach. Handbook of research on teaching, 4, 102-119.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Association for Supervision and Curriculum Development.
Vasilescu, A., & Uszkai, R. (2021). The potential of AI chatbots in education: A literature review. Studies in Informatics and Control, 30(2), 67-78.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.