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Professionalism Statement

The world of education is continually developing and changing, creating a need for

teachers to continually grow and stay current in their knowledge of content and teaching

practices. Educators must maintain a high level of professionalism in their practice by evolving

through professional development opportunities, collaborating with other teachers, as well as

continually adapting and growing in their knowledge of the profession. I’ve attempted to

incorporate these three aspects of professionalism throughout my own teaching career.

One example of how I utilize resources to grow my knowledge of the teaching profession

is through my annotated bibliography. Within this document, I have been able to add and review

resources that have been useful to my teaching practice. I can continually add-to and reference

this list when I learn new techniques or have a question about a situation in the classroom.

Perrone (1991) discusses his goal for creating “teacher empowerment” where educators become

“students of teaching” (p. 96). This constitutes growing in sound knowledge, a control of the

language of the field, and an openness to group thought. He states:

I encourage teachers everywhere to begin at the outset of their careers to develop serious

professional relationships and establish practices that will further their learning, that will

enlarge their authoritativeness, and, in the process, provide them a more powerful voice

and greater freedom of action. (p. 82)

I have been lucky enough from the start of my teaching career to be able to establish some

extremely valuable relationships with other professionals and to engage in many professional

development opportunities that have helped me to grow in my practice.

Studies have shown that whole-school, sustained and collaborative professional

development programs have a positive impact on teacher practice and student performance

(Johnson & Fargo, 2010). My school has provided teachers with some amazing professional

development opportunities, which have all helped me to gain new insights and grow in my


In addition to professional development, collaboration among teachers is a key

component to growing your teaching practice and becoming more effective as an educator. This

collaboration allows teachers to share resources and practices, develop and monitor specific

goals, and also creates trusting and supportive relationships (Harpe, 2014). Furthermore, Lanich

(2009), states that “regularly scheduled teacher collaboration positively affects teacher

instructional practices by impacting teacher learning, student learning, and by creating and

sustaining a culture of shared learning” (p. viii). In my own experience, I have found my

collaboration times with other teachers to be invaluable experiences for my own practice. Just as

my annotated bibliography provides me opportunities to document and track specific resources,

other teachers have a vast array of resources as well. Not only do I get to share my resources and

practices with them, but I gain valuable insights from their experiences and knowledge as well.

Although teacher collaboration and professional development opportunities are extremely

important, they have been shown to only have a positive impact on student learning when the

concepts are adapted and utilized in the classroom by the teacher (Brownell, Adams, Sindelar,

Waldron, & Vanhover, 2006). This is why I strive to not only attend and participate in

professional development and collaboration, but also reflect on ways that the strategies can be

practically applied in my classroom. I’m continually growing and changing in my practices in an

attempt to become more effective in my teaching.



Brownell, M.T., Adams, A., Sindelar, P., Waldron, N., & Vanhover, S. (2006). Learning from

collaboration: The role of teacher qualities. Exceptional Children, 72(2), 169-185.

Retrieved from ProQuest.

Harpe, D.E. (2014). The relationship between teacher collaboration and student achievement

(Order No. 3687044). Available from Education Database. (1667470705): Retrieved

from ProQuest.

Johnson, C.C., & Fargo, J.D. (2010). Urban school reform enabled by transformative

professional development: Impact on teacher change and student learning of science.

Urban Education, 45(1), 4-29. Retrieved from ProQuest.

Lanich, L.A. (2009). The effect of weekly teacher collaboration on instructional practices in the

classroom (Order No. 3392895). Available from Education Database, (89186932).

Retrieved from ProQuest.

Perrone, V. (1991). A letter to teachers: Reflections on schooling and the art of teaching. San

Francisco, CA: Jossey-Bass Publishers.