Professional growth PDF Print E-mail
Thursday, 24 November 2011 14:13

By EVANGELINE D. FRANCISCO

The choice of the topic “professional growth” in almost all of the conferences for teachers implies that it is a means towards the goal of effectiveness. Here, we assume that administrators are professionals. What makes one a professional? Is it his or her specialization? How about growth? Is it growth in one’s specialization? Is it growth in the person as a unique individual, or is it in one’s role as administrator?

Some of us became administrators by circumstance. In such cases, our background of specific disciplines did not include the running of a school. We, in practice become at once administrator and teacher. As time went on, we learned the ropes, so to speak. We got immersed and engrossed in the various aspects of management, supervision, and operation of programs. We dealt with all sorts of problems than the academic, financial, emotional, social or physical. We related with various personalities and sectors of society even going out of our offices into the community to attend meetings, social functions, and the like, beyond official time. So much so, that what was once just a job has become a profession. What then do I mean by profession? Whenever we work beyond the required time, when we no longer count the hours of our services and our efforts in terms of our salaries, but we give our best; when we perform our tasks to our personal satisfaction without seeking recognition and commensurate pay, we are behaving as professionals. When we seek to improve ourselves, when we are eager to keep abreast with trends, when we are interested in trying out new and better ways of doing our tasks, we are professionals. When we are motivated to grow, to develop because we want to actualize ourselves and are happy in serving others through our expertise — we are indeed professionals.

Professional growth requires a professional attitude, a willingness to walk beyond the first mile. By the first mile, I mean performance of the required tasks for which one is paid on official time. We walk the second mile when we work on our own volition not watching the clock nor expecting overtime pay. It means accepting challenging tasks because they have to activates that purport to contribute to professional growth will be only superficial exercises in fertility. They are done just to look busy or to have something record in one’s bio- data.

A professional, on the other hand, is bound to be enthusiastic over new learning and cannot contain his wonder and excitement in himself. He is likely to express this experience in various forms of sharing. Perhaps he or she will discuss this with colleagues in meetings to get theirreactions and viewpoints. Or he or she will write an article in a school publication to share the experience, or he or she might take this up in his or her classes or try this out in other school functions that allow its use. In other words, he or she strives to apply what he or she has learned. All those echoing, radiating and spiraling of information gained are signs of growth of a self by extending itself to his or her special environs  to fellow teachers, students and staff. In so doing, he or she is not wasting his time nor wearing himself out. He or she is in fact processing what he or she believes is his or her best way to serve in appreciation of the opportunity given him or her for self- development. — Evangeline D. Francisco, Elementary Grades Teacher II, Cristino M. Paragas Memorial Elementary School,Curuan District, Zamboanga City