Curriculum, Instruction and Professional Development

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Curriculum, Instruction and Professional Development

Introduction

It has been acknowledged that teaching careers are based on the principle of sharing knowledge and experiences. Educators are passing on certain knowledge and skills to younger generations. There are different ways to improve this process and a proper combination of curriculum, instruction and development can be crucial. Importantly, Tomlinson (2014) notes that the three elements of effective education have attracted significant attention and there is considerable bulk of research on the matter. There is a clear connection between curriculum, instruction and professional development.

Connection between Curriculum, Instruction, and Professional Development

Thus, Skuncikiene, Balvociute and Balciunas (2009) stress that any learning implies adherence to a system. Curriculum can be regarded as such a system. Curriculum is based on knowledge of previous generations and it also reflects the needs of contemporary students as well as the entire society. Instruction is the necessary element in effective teaching as educators have to share knowledge and instruction can be regarded as successful experience of teachers (Hunt, 2014).

Professional development is the third essential element. Jaquith (2014) emphasizes that educators professional development is central to effective education as teachers should always acquire new skills and knowledge. The society (as well as students) is changing rapidly and educators have to be ready to respond to these changes effectively. Hence, curriculum, instruction and professional development are three facets of effective education.

Action Plan and CIPD

I understand the importance of these three elements and I intend to pay special attention to them during my self-development. I plan to utilize the three-faceted paradigm to achieve best results in terms of the eight dispositions highlighted in my Individual Learning Plan. I understand that curriculum and instruction will be the necessary elements of my professional development and, at the same time, I will be able to affect curriculum and instructions to contribute to improvement of educational system. Hence, Jacobs and Johnson (2009) stress that curriculum plays an important role in integration of the necessary skills in learners. I will pay special attention to diversity and motivation of students. I will try to get training in these fields and I will incorporate these areas into my curriculum. I believe this will help me develop professionally.

Greatest Hope and Concern about CIPD

I believe CIPD leadership is an effective way to improve students learning. My greatest hope is that CIPD leadership will become a widespread concept and educators will be able to benefit from it. I think teachers have to acquire leadership skills and they are able to do that. Clearly, a person has to possess certain characteristic features to become an effective leader in educational terrain. However, educators will be able to acquire necessary skills to develop these features or, at least, learn how to handle various situations.

At the same time, I am also concerned with possible issues that can arise. For instance, my greatest concern is that CIPD leadership can become too structured, which will lead to lack of flexibility. In other words, the concept of CIPD leadership can be seen as another discipline to be taught. I think that educators (and especially trainers) can focus on particular facets of CIPD leadership and ignore some of major dispositions, constant evolution. It is essential to develop different skills and gain knowledge that is up-to-date and can be used to respond to the needs arising in the rapidly changing world.

Five-Year Goal Statement

I have revisited my plans and my work during the course. Now, I can tell that I am ready to develop my five-year goal statement. Hence, in 5 years I will be an administrator of one of schools in my community. I will attend numerous conferences each year. I am also a member of a professional organization, which gives me an opportunity to develop and share experiences with my colleagues. By this time, I will have acquired significant bulk of knowledge and skills and have become an effective leader.

I will never stop developing CIPD leadership skills and will continue my personal education (research). In five years, I will contribute to development of the schools curriculum as well as sets of instructions for educators of the school as well as the country. It is possible to note that my first steps to fulfill this plan is becoming a member of the Association of American Educators. This is a national non-union organization for educators that aims at enhancing educators qualification and advancing the profession. One of my first conferences to attend will be 2015 National Effective Teaching Institute, which will be held in January 2015. The conference is aimed at enabling educators to share experiences (and develop certain skills).

Conclusion

In conclusion, I would like to note that the course was a valuable experience for me as I learnt a lot about CIPD leadership, which will help me become a more effective leader. I was especially impressed by Coveys seven habits and I think this was one of the brightest parts of the course, my acquaintance with the concept. Due to the course, I am now able to develop a proper plan of my development and I know exactly what to seek for in my profession.

Reference List

Hunt, G., Wiseman, D.G., & Bowden, S.P. (2014). The modern middle school. Springfield, IL: Charles C Thomas Publisher.

Jacobs, H.H., & Johnson, A. (2009). The curriculum mapping planner: Templates, tools, and resources for effective professional development. Alexandria, VA: ASCD.

Jaquith, A. (2014). Changing the relationship between professional development policy and the practitioners role. In L.E. Martin, S.Kragler, D.J. Quatroche, K.L. Bauserman (Eds.), Handbook of professional development in education: Successful models and practices, PreK-12 (pp. 82-10). New York, NY: Guilford Publications.

Skuncikiene, S., Balvociute, R., & Balciunas, S. (2009). Exploring characteristics of a learning organization as learning environment. Socialiniai tyrimai/Social Research, 1(15), 6475.

Tomlinson, C.A. (2014). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.

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