Eleasar M. Limpiado Jr.

Reporter

• Effective teachers are persons who strive

for excellence in their instruction and who

seek the best from their students. To

accomplish this purpose, a faculty

member needs to be goal oriented.

Career pathing is a set of professional

activities for the development of skills

and capabilities of the teacher to

enhance and maximize professional

growth and promotion in the service

(DECS Service Manual, 2000)

CADET

ROOKIE

YOUNG

PROFESSIONAL

FULL-FLEDGED

PROFESSIONAL

MENTOR

ARTISTRetirement

from Active

Teaching

College

student

Degree

holder,

passed

LET

2-3 years

teaching

experience

Master’s

Degree

Holder, achiev

ed

competence in

teaching

Professional

Teacher, highest

degree, mastered

the craft of teaching

5 years

teaching, docum

ented best

practices

The career path of the teacher

sets a direction to where one is

going. But how and when to get

there depends on the individual

teacher. Some may take a straight

path, while others may take some

detours. However, what is more

important is that as you go along the

path, you bring with you, the

purpose for what you as teachers are

meant for.

• For agencies is the process to prepare,

train, maintain and support high quality

staff, and is the cornerstone to ensuring

quality teaching and learning in all Head

Start programs. A well-planned

professional development system for

teachers can result in positive outcomes

that:

Improve learning for children

Improve teacher effectiveness

Set high standards for teachers

Promote continuous staff learning

Enhance teacher intellectual and

leadership capacity

For individuals is essential to increase

knowledge, skills, attitudes and beliefs so

they may provide quality services to

children and families.

• The Professional Development Plan,

as proposed here, would support

faculty in their selection of a goal,

refinement of strategies to

accomplish the goal and a time line

to follow for the process.

*

At the end of an academic year,

faculty members will identify one or

two areas of interest for the upcoming

academic year. Areas of interest are

categorized as

• (1) professional competence/scholarship,

• (2) teaching effectiveness, or

• (3) service to the College/profession as

described in the Guidelines for

Promotion, Sabbatical and Educational Leave

document

• faculty members will describe their goal(s), the

strategies to support the goal(s), and the time

frame for implementation.

• Faculty members would share the document

with their supervisor at their annual performance

review (or other mutually agreed upon time).

• Discussion at that time would focus on the

potential growth of the faculty member and/or

areas of improvement needed. Support or

mentoring from the supervisor may be offered.

• Faculty members will be responsible for the

integration of the goal(s) into their teaching

and/or professional activities in the upcoming

academic year.

• Requests for financial support regarding faculty

development activities should come to their

supervisor and to the Director of the Center for

Teaching Excellence

• At the end of the academic year, faculty

members should update their plan to reflect the

activities undertaken and the evaluation of

them.

• Those who prefer to do a narrative style of

planning/reporting may do so using the same

criteria.

• Staff development is about learning – the belief

that we are never finished. Our need for learning

does not put us down but rather opens a better

quality of professional and personal life.

• Professional development comes into being

through deliberate actions by the organization –

usually the district or school, sometimes the state

or province

To generate learning by educators, to make the

school a learning laboratory for teachers and

administrators.

PURPOSES:

Enhancing the school as a good place for learning

educators

Enhancing the school as an organization, one that

generates a high quality of life for the students and

staff alike

Providing opportunities for professional learning by

staff, from and instruction, including tools for

inquiring into the student learning

Enhancing the collaborative dimension of the

school and reducing isolation, enabling the faculty

to work together to help the students reach high

states of growth

Eleasar M. Limpiado Jr.

Reporter