This document discusses teacher professionalism and what it means to be a professional educator. It defines professionalism as having three parts: competence, performance, and conduct. Competence involves preparation, subject knowledge, and using a defined pedagogy. Performance means being efficacious and effective in teaching students. Conduct pertains to an educator's dispositions, language, and behavior both inside and outside the classroom. The document encourages self-assessment in these areas and stresses that teachers should constantly work to improve and maintain professional standards. Overall, it provides guidance for developing into a professional educator.

1. S
Professionalism?
What’s that?
Presenting the best YOU at all times
Job Search Summit
Joe Jerles, Ed.D.
Austin Peay State University, Clarksville, TN

2. S
Teacher
Professionalism
How much of this describes you?

3. Lots of “mirror” work
S Professionalism: a changing
target – no single answer
S like “good” Art – you know it
when it is not.
S Honest Self-Assessment

4. Pedagogy
S The art or science of teaching
S Refers to strategies of instruction
or a style of instruction

5. Instructional Theory
S Focuses on how to structure
material for promoting the
education of human beings
S Two Parts: Cognitive, Behavioral

6. Teacher Professionalism in
3 parts:
S Competence
S Performance
S Conduct

7. Competence
S Preparation
S Knowledge of subject
S Defined pedagogy

8. Competence: 1-Preparation
S Innovative techniques to create an
effective learning environment
based on the needs of the
students
S Teacher can (still) make classroom
management decisions

9. Competence: 2-Subject
Knowledge
S Knowing the curriculum well is an
advantage – allowing the teacher to
focus on HOW to relate the material
S Must develop and incorporate various
innovative instructional strategies
based on knowledge of learning
theories (what works for you!)

10. Competence: 3-Defined
Pedagogy
S Informed trials to discover the most
effective methods and techniques
S Constant self-evaluation and
revision if necessary
S Allows teacher FREEDOM within
bounds of the scope and sequence

11. Competence - Self Assessment
S Do you feel prepared enough?
S Do you know the curriculum in your chosen
area(s) well enough?
S Was your field practice sufficient to test your
methodologies? Classroom Management!
S What can I do to become MORE prepared?

12. Performance: Efficaciousness
S Efficacious: Having the ability to
achieve the desired effect. Efficient,
effective, practical, valid, dynamic
S Do your methods have the necessary
efficaciousness? How do you know?

13. Performance: Efficaciousness
S Ability to effectively teach the concepts
AND MORE:
S Students learn application of knowledge in
authentic experiences
S Must be reliable and dedicated to
achieving the target – an “active” teacher

14. Performance: Self-Assessment
S How effective and efficient are your
strategies as a novice?
S How dedicated are you to successfully
educating your students?
S How do you intend to keep your skills
honed? Journals, associations, conferences

15. CONDUCT
S How well one takes care of
aesthetics (dispositions),
language, behavior
S Ability to initiate and
maintain quality
communication with
students, parents, and
other professionals

16. CONDUCT
How well one takes care of
S aesthetics (dispositions),
S language,
S behavior

17. CONDUCT
DISPOSITIONS:
S Demonstrates the ability to:
S Work well with others, diversity
S Attend on time, punctual
S Demonstrate honesty, integrity
S Communicate effectively orally
and in writing
S Demonstrate self-respect and for others
S Accept constructive criticism, responds
S Attempts solutions to problems
S Adheres to guidelines of prof. conduct
S Maintain professional ethics,
appearance, demeanor both orally and
written, including on social media

18. CONDUCT
S Language – speaking properly
“Do not give potential employers reason to
suspect the quality of your education”
S Model correct language use, proper grammar!
S Limit/eliminate use of slang, minor exceptions
S Use academic language appropriately
S Caution: “Waving your degree” at parents, others

19. CONDUCT
S Behavior – Teachers are never “off”
S Interviews: A critical turning point for some
S Dress: That uncomfortable subject – your
personal dress code in the classroom
S Serve as the example in all areas
S Hold yourself to a higher standard

20. Conduct: Self-Assessment
S Do you believe others see you as a
budding professional? Why?
S In what ways do you conduct
yourself that say “I am a professional
educator?”

21. The Wholeness of a
Professional
S Difficult to completely define
S More than just knowledge, skill, caring
S Professional “energy” or “passion”
S Genuine interest in others learning

22. What is a “good” teacher?
Defining a professional educator
S Characteristics: Think of your favorite
teacher who inspired you
Try to sum that quality in a single word
S 1.

23. Do these terms describe you?

24. Your journey begins…soon!

25. Questions / Comments
S Offline questions/comments – KDP Open Forum
S Email to: jerlesj@apsu.edu
Dr. Joe Jerles
Dept. of Teaching and Learning
Martha Dickerson Ericsson College of Education
Austin Peay State University
Clarksville, TN 37044