Teaching Strengths and Accountability

A continuing topic in the educational field has been opportunities to strengthen and improve student academic results. Simultaneously, matters involving teacher accountability have been frequently discussed amongst teachers and instructors alike. While many individuals in the teaching profession focus on short term goals regarding student academic success, alleviating the literacy crisis, and on implementing the basis on teacher accountability, I believe teachers should focus on current actions that focus on community integration, as well as a broader basis for accountability.

Directing my objectives and encouraging others towards the long-term student integration in society has been one of the most effective ways I have improved and strengthened the teaching profession. The work I execute on a regular basis prepares students to perform in several healthcare fields: thus, making a difference in the lives of individuals. As I prepare my daily lesson plans and develop strategies that will hold students accountable in their studies, I strive to develop an agenda that will emotionally and psychologically prepare and allow students to care for people in need of healthcare services. I embolden my fellow colleagues to share and act on this long-term vision in the present time. I especially encourage those individuals who aspire to be a vital part of the teaching profession to connect and implement the same objective. While it is imperative to follow the daily educational requirements established by the Board of Education, the teaching profession would become a stronger and more meaningful one if high school teachers strived to uphold the mindset of molding students to be a positive addition to society and the future of this country (Magnan, 2010, p. 62). It might be less difficult to hold students accountable for their education; however, a more difficult task is inspiring students to truly care for their professional future. Such commitment requires a genuine and sincere approach and love for teaching and the lives being taught. As I strive to inspire and to be a positive mediator for students without an importance for schooling, I encourage other professionals in the field of education to remember the importance of developing the new generation and their integration to society, as well as the consequential impact of those students who are released into a full time work field without positive goals.

I believe teachers should be held accountable for their student’s success. However, it is not feasible for teachers to have a positive impact on students who do not wish to improve their performance. Student failure has often been perceived as teacher failure (Magnan, 2010, p. 11). Consequently, teachers have been held responsible for those students who fail to regurgitate information for standardized tests. Students who have demonstrated a drastic academic improvement has been a result of a combined effort between the teacher and the student. Likewise, a one-way teacher effort will not yield many results. Therefore, the basis for accountability should not lie on the teacher alone; it should lie on both parties; the teacher and the student. Implementing forms of accountability on teachers only is more likely to create a negative feeling from the teacher towards struggling students. Such feelings will yield a negative cycle while producing negative results for the student and the teacher’s performance. Additionally, this negative cycle can also affect those students who have improved their performance. A suggested approach that might target a broader range of underlying causes for negative student performance is a basic accountability principle that approaches the student’s parents/guardians/caregivers, the student, and the teacher.

This essay was written to express the significance in focusing on implementing short term goals yielding to academic success and positive community integration. A brief aspect of a student’s emotional and psychological needs was incorporated. Accountability was addressed to suggest a basis for parent, student, and teacher involvement. The negative cycle that occurs as a result of constant teacher accountability was also incorporated in this essay.

Reference

Magnan, R. A. (2010). Acting on the problems facing schools. Reinventing American education: applying innovative and quality thinking to solving problems in education (pp. 11, 62). Bloomington, IN: Xlibris.