Current Practice
The Professionalism and Executive Functioning Category of the Professional Practice Domain is one of the strongest components of my current professional/teaching practice. As the indicators in this category are keys to success in any job and I got my first job 33 years ago, I’ve been working on them for a very long time.
Below are brief descriptions of the indicators in this category with specific examples of how they are consistent elements of my teaching practice.
(1) approaches recommendations for improvement receptively and responsively
Approaching recommendations for improvement receptively and responsively is a consistent element of my teaching practice. Like many people, I do have a small fear of being criticized and I’ve spent years trying to get more comfortable with this. I have ultimately realized that I’m trying my best pretty much all of the time and anything I do “wrong” is only because I was unaware. My overall receptivity to feedback is evidenced in Artifact Prof-8. I also tend to act on feedback pretty quickly, usually having ideas and implementing them soon after receiving feedback. One example of this is shown in Artifact Prof-9.
(2) displays openness and comfort with visitors observing class
Displaying openness and comfort with visitors observing class is also a consistent element of my teaching practice. This used to not be the case as I would be worried that observers were criticizing me, but similar to indicator 1 above, I’ve ultimately realized that visitors usually have the best intentions and they want to learn, not criticize. I’ve had a number of visitors of various types in my classes over the last two years (see Artifact Prof-10) and I’ve gotten more and more comfortable (and confident) with it as time has gone on. Instead of criticism, I usually receive praise (e.g., Artifact Prof-11), further supporting that there’s nothing to fear about visitors.
(3) seeks out diverse opinions of others for guidance
Seeking out diverse opinions of others for guidance is another consistent element of my teaching practice. I really appreciate consulting with others on the best way to proceed in various situations, especially when supporting students, because the collective group has so much more experience and knowledge than me and me alone. Especially in the beginning of my tenure at EPS, it was essential for me to consult with others because I didn’t yet fully understand EPS’s culture. I regularly send emails to Sam Uzwack and Karen Mills and other faculty to get their opinions on how to support students (see examples in Artifact Prof-12). I also consulted with my mentor my first year at EPS, Burton Barrager, on many aspects of the daily routine at EPS.
In addition to asking for feedback from colleagues, I also routinely seek feedback from students. I send out a Google Survey to all my students each trimester requesting feedback on particular assignments and aspects of classroom culture (Artifact Prof-13).
(4) manages and prioritizes professional tasks and responsibilities
Managing and prioritizing professional tasks and responsibilities is another consistent element of my teaching practice. I show up to class on time for my students, attend required meetings and events, keep up with Canvas, submit grades and progress reports on time, respond to emails and phone calls, and just overall get things done. I often make “to-do” lists which contribute to my success. Another strategy I use is to quickly act when something comes up. For example, if a student in a study hall emails me with a question about homework and I am in a free period, I will usually respond and ask them to come meet me right away. This avoids time spent on coordinating when to meet later on. See Artifact Prof-14 for an example of this. Other than the occasional reminder to do attendance when I have inadvertently gotten distracted at the beginning of class, I have received no feedback about my inability to manage and prioritize professional tasks and responsibilities.
(5) communicates and responds to students, parents, and colleagues in a timely and constructive manner
Communicating and responding to students, parents, and colleagues in a timely and constructive manner is another consistent element of my teaching practice. First of all, I always respond, even if it means letting people know that I don’t have an answer, but I am seeking one and will get back to them. I respond to most emails within 24 hours, but if I need to consult with colleagues before responding, I will usually take longer. Sometimes I will run my email responses by colleagues before sending, to be sure they are constructive. I’ve communicated on a variety of issues at EPS. See Artifact Prof-15 for some examples.
Future Practice
In the coming years, I plan to continue to engage professionally and with a high level of executive function. In terms of deepening my practice, I would like to:
- Become even more comfortable with recommendations for improvement.
- Feel even less nervous about visitors observing class.
In order to facilitate this happening, in the coming years, I will invite anyone evaluating me to drop by unannounced so that I am not able to prepare for their visit. If I experience more drop-in evaluations I’ll eventually realize that I’m doing a pretty good job most of the time and receiving critical feedback doesn’t mean I’m not a valuable staff member.