Professional Goals, Hopes and Dreams

"Cultivating mutually fulfilling professional relationships with colleagues is a process that provides opportunities to share hopes and dreams, brainstorm relevant questions, share information, and support each other in times of professional challenges" (Laureate Education, 2011).

Discussions in the Work Space

All successful organizations strive for excellence. The motto of my institution is "Soaring to Excellence." As a result, the topical issues regarding quality and early childhood professional at my institution are mentoring, being reflective, and data-driven. In the conversation with Delila Vasquez, the host alluded that one other issue is the wage inequity in the early childhood field, which is no secret as those working in the field is very poorly compensated. Secondly, the working conditions in the field themselves, including the lack of mentors, the lack of time for reflection on what happened during the day, the lack of collaboration opportunities (Laureate Education, 2011).

These are the issues at hand and need to be addressed with urgency. Administrators are mindful of the positive outcomes of having these issues addressed. Hence, the Effective Principal's Training Program hosted by the Ministry of Education Youth and Information MOEYI, of which I am a part of the current cohort.

I robustly believe, to assist beginning teachers, it is necessary to support their performance in the classroom from the very beginning of their teaching careers. ... Mentoring can play a critical role in continually improving the professional knowledge, and skills teachers need to instruct and prepare students for the next century.

Furthermore, assigning experienced teachers to guide and support novice teachers provides valuable professional development for both new and veteran teachers for the program's effectiveness. Charlotte Danielson (1999) found that mentoring helps novice teachers face their new challenges; through reflective activities and professional conversations, they improve their teaching practices as they assume full responsibility for a class. Danielson also concluded that mentoring fosters both new teachers and their mentors (Halloway, 2001). 

Well-designed mentoring programs also lower the attrition rates of new teachers (National Association of State Boards of Education, 1998). Kathleen Boyer (1999) found that among new special education teachers who continued to teach for a second year, 20 per cent noted that they stayed because of the mentoring support they had received (Halloway, 2001).

Some Benefits of Mentoring

• To improve the retention of new teachers
• To improve student achievement
• To increase the effectiveness of new teachers
• To reduce district recruiting costs
• To increase collaboration and teamwork among the faculty
• To expand teacher leadership opportunities

Reflective Practice in Teaching

For all professionals being reflective, is the ability to analyse and evaluate one's actions to engage in continuous learning. Have huge benefits in increasing self-awareness, which is a key component of emotional intelligence and develops a better understanding of others. Reflective practice can also help you to develop creative thinking skills and encourages active engagement in work processes. Also, reflective practice promotes honesty, self-confidence, and improved interaction between teachers and their students. One has the opportunity to evaluate their own strengths and weaknesses and use data to guide future decisions.

Data-driven Professionals

Data-driven decision-making (DDDM) is a system of teaching and management practices that focuses on students' day-to-day learning and overall achievement. It's about connecting what our students know and what we want them to learn. It's about accountability. Interpreting data allows teachers to identify the strengths and weaknesses of an entire class and individual students. As they examine the data, teachers can develop hypotheses about factors that affect students' learning and improve instruction to help all students achieve.

How to Implement Data-Driven Decision Making in 

School Education

• Set relevant goals and avoid organizational complexity.
• Define performance metrics to achieve expected results.
• Boost engagement through clear communication.
• Provide training for end-users.
• Monitor the new process and highlight positive results.
• In practice: making data-driven decisions in school education.

Wage Inequity and Resources

Inequities in wages and resources, especially physical resources, have plagued the early childhood sector for years. I must hasten to confess that the physical resources at my institution are second to none. The building was erected in 2017, approximately three and a half years ago, and it is a state-of-the-art edifice. However, there remain the challenge of caregivers who are basically putting out an equal amount of work but are being underpaid. It Is a soar point in my school. Additionally, the inequity of identity and classism. My caregivers do not want to be called by the name "Caregivers." Hence, they have taken up the burden of inferiority complex, low self-esteem and which also leads to low self-actualization. Finally, there continue to be a tug-of-war related to awarding and rewarding excellence. This is so because both teachers and caregivers desire rewards to be across the board and not single out anyone because we are a TEAM. 

Professional Development

I strongly believe in rewarding excellence, and by this I mean, acknowledging passionate individuals who go above and beyond for their students and families. Individuals who do not settle for mediocrity, who are not exact on labour nor offer service just adequate to measure up with their salaries. On the other hand, I believe the reward is motivation, which goes right across the board. I am always researching and implementing activities to build staff morale. When I have a happy staff, I robustly believe most, if not all, will go well.

To minimize these challenges, I continue to engage the staff in ongoing professional development, in-service training and mentoring. Also, it is mandatory that each school has a termly professional development with staff, and there are other times when the Ministry of Education hosts National Professional Development sessions.

My Professional Hopes, Dreams, and Challenges

My professional goals essentially speak to cultivating and maintaining a high-quality, high-performing culture within my field of practice. As a result, I must cater to diversities, be culturally aware and individually responsive to all students and their families. Furthermore, as a transformational and instructional leader, my dream is to create a robust system of accountability for all participants and eliminate all biases, inequalities, and inequities. Thus, creating a level playing field for all, Being mindful that the results can be rewarding for all. Lastly, I desire to have the necessary skillset and resources required, such as Technology, to reach 21st-century learners. Also, be reflective and data-driven, which will allow me to make a critical decision related to professional and personal endeavours. Passion can ignite dreams, along with all available resources, all will benefit. According to Curt Rosengren, "when you're on fire about what you do, it energizes you, and you can put that energy back into your work. (Rosengren, 2010, p 1). When passion is the driving force, it permeates the very core, bringing about trustworthiness, dependability and transparency. It adds value to all I indulge in and makes it enjoyable. Challenges will arise, but passion comforts and guides along the journey. I relish what I do, especially as an administrator, and there has never been a day when I felt like giving up. Yes, I have faced many dark days, but I have allowed my obstacles to be stepping stones, knowing this is for the students and not about me. "The odds are good that whatever your career path, you're going to run into roadblocks and experience some bumps along the way (Resengren, 2010, p 1). I clearly understand my role that I am called to serve those whom I lead.

In conclusion, as I pursue this intellectual journey and continue to gain more experience, wisdom and knowledge, "experience teaches wisdom." I continue to gain new insights from the many resources that I interact with weekly, the interconnections I share with colleagues and the positive feedback from Dr Russell. I appreciate the mammoth task I have as an Early Childhood administrator, educator, advocate and life changer.

References

Rosengren, C. (2010, February 4). Does having a passion for your work even matter? U.S. News &World


Report. Retrieved May 27, 2010, from http://money.usnews. com /money/ blogs/ outside- voices-

careers/2010/02/04/does-passion-for-work-even-matter

https://class.content.laureate.net/b88a37cf928d488c5cc2d73b4bca9bbf.html#section_container3

http://www.ascd.org/publications/educational-leadership/may01/vol58/num 08/ The-Benefits-of-

Mentoring.aspx

https://www.teacherready.org/new-teachers-mentoring-programs/

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