MY REPORT ON EDUC 2O8

1. Eleasar M. Limpiado Jr.
Reporter

2. • 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.

3. 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)

4. Master’s
Degree Professional
Degree Holder, achiev Teacher, highest
holder, ed degree, mastered
passed competence in the craft of teaching
LET teaching
ARTIST
FULL-FLEDGED Retirement
from Active
PROFESSIONAL Teaching
ROOKIE MENTOR
5 years
College teaching, docum
student YOUNG ented best
PROFESSIONAL practices
2-3 years
teaching
CADET
experience

5. 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

6. • 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:

7.  Improve learning for children
 Improve teacher effectiveness
 Set high standards for teachers
 Promote continuous staff learning
 Enhance teacher intellectual and
leadership capacity

8.  For individuals is essential to increase
knowledge, skills, attitudes and beliefs so
they may provide quality services to
children and families.

9. • 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.

10. *
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

11. • (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

12. • 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.

13. • 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

14. • 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.

18. • 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.

19. 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

20. Eleasar M. Limpiado Jr.
Reporter