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    Domaine f: literary analysis discusses a group of Virginian educators. Educators often chose safe goals with little risk instead of setting more challenging goals. Domaine: "the journey to the goal is, itself, sometimes a goal"

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    Domaine f: literary analysis discusses a group of Virginian educators. Educators often chose safe goals with little risk instead of setting more challenging goals. Domaine: "the journey to the goal is, itself, sometimes a goal"

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    34 views5 pages

    Williem Literary Analysis Professional Development Jun10

    Uploaded by

    api-320641344
    Domaine f: literary analysis discusses a group of Virginian educators. Educators often chose safe goals with little risk instead of setting more challenging goals. Domaine: "the journey to the goal is, itself, sometimes a goal"

    Copyright:

    © All Rights Reserved
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    of 5

    Runninghead:DOMAINF:LITERARYANALYSIS

    DOMAINF:LITERARYANALYSIS

    ElijahWilliem

    NationalUniversity

    InpartialfulfillmentfortherequirementsforTED690

    ProfessorJohnson

    June9,2016

    DOMAINF:LITERARYANALYSIS

    ABSTRACT

    ThefollowingliteraryanalysisdiscussesagroupofVirginianeducatorsthatwereplaced
    togethertosetgoals.Theteachershadfourtaskstocompleteinthesemonthlygroups:(1)
    breakingroutine,(2)changingperspective,(3)examiningassumptions,and(4)challenging
    reading.Thefindingsofthearticledemonstratedthateducatorsoftenchosesafegoalswithlittle
    riskinsteadofsettingtheirsitesonamorechallenginggoal.Thepurposeofthisresearchwasto
    seeifthecommunicationbetweenparticipantswouldleadtohigherlevelchallenges.Thepaper
    willdiscussthefindingsandthebenefitsofworkingwithinasmallgrouptohelpcreate
    communicationandcommongoals.

    DOMAINF:LITERARYANALYSIS

    ProfessionalDevelopmentisanimportantgoalforalifelonglearner,butthemotivation
    tochangeneedstobeaccompaniedbyactualchanges.InthearticleSettingGoalsfor
    ProfessionalDevelopment,eighteenVirginiaeducatorsfromschoolsinCharlottesvilleCity
    SchoolsandAlbemarleCountySchoolswereaskedtocreateteams,listpersonaldevelopment
    goalsandmeetmonthlytoreviewthegrowthtowardthegoals.Thisstudywasfirstpublishedin
    1990,butIbelievethatresearchstillhasvaliditybecauseithasdemonstratedauniversaltruth
    thatchangecomesingradualsteps.Theauthorstates,Likesocialchange,professional
    developmentismoreoftenadvocatedthanachieved(Duke,1990,pg71).Oftengoalsaresetto
    highorwithtoomanyhurdles,andtheparticipantscanfailtoreachthem.Moreimportantly,
    thoseparticipantsmissthepointthatthejourneytothegoalis,itself,sometimesagoal.
    Theresearchersinstudyingtheseeighteenparticipantsfoundthatalthoughtheeducators
    describedthemselvesasrisktakers,mostchosesafegoalsthatdidnothaveriskorahigh
    chanceoffailure(pg72).Inreadingthisarticle,Ifoundthistypeofthinkingisstillvery
    prevalent.Ibelieveitishighlynormalforpeopletochoosegoalsthattheybelievethattheycan
    achieve,andIwhileIfindnothingwrongwiththatmindset,itcountershowweactuallyteach.
    Wewantstudentstofeelchallenged,soaseducatorswemustmodelbychallengingourselves.
    Theresearchersgroupedtheparticipantsformonthlymeetingsandtaskedthemto(1)
    breakroutine,(2)changeperspective,(3)examineassumptions,and(4)readchallenging
    material(pg.72).Theparticipantsworkedwithoneanothertodevelopcommunication,
    camaraderieandaddressgoalsandstepstogoals.Bygroupingeducators,theresearcherswere

    DOMAINF:LITERARYANALYSIS

    adoptingstrategiesthatweuseintheclassroom.Ihavehadgreatexperienceswithsmall
    heterogeneousgroups,whereadeeperunderstandingisbroughtaboutbycommunicationandthe
    poolofsharedknowledge.Theresearchersoperatedundertheassumptionthatmanyadultsare
    reluctanttoundergopublicevaluation.Byplacingtheseparticipantsingroupswhereeachperson
    isvalidated,thediscussionsoonallowedeventhemostreservedtoparticipate.Allbuttwo
    participantsendedupchangingtheirgoalstomorechallenginggoalsbytheendofthesessions.
    Throughdiscussiontheparticipantswereencouragedtoreflectandthatgrowingselfawareness
    allowedtheparticipantstoseethechangethattheyexperiencedandgavethemideasforwhereto
    gonext.
    WhatIlikedmostaboutthisarticleisthatitshowsthatpersonaldevelopmentdoesnot
    havetobebecominganexpertonnewteachingtechnology,orenrollingingraduateschool
    programs,itcansimplybesettingupmeetingswithcolleaguesanddiscussinggoals.Afewof
    theparticipantsstatedthat,demandsofonesjoborpersonallifecanbesogreatastopreclude
    professionalgrowth.Justpaintingthestatusquointhesecircumstancesischallengeenough(pg
    75).Ibelievethesimpleactofmeetingwithcolleaguesanddiscussingchangeisastepthatcan
    leadtochangeorpersonaldevelopment.Thediscussionfostersreflectionandleadsto
    selfawarenessandselfimprovement.

    DOMAINF:LITERARYANALYSIS

    REFERENCE

    Duke,D.L.(1990).SettingGoalsforProfessionalDevelopment.EducationalLeadership,47(8),
    pg.7175

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