#Role models cast teacher professional#

Modern conceptions of professionalism consider the underlying social and environmental forces that shape professional identity and behaviour and internationally there is increasing research interest as to how medical education and postgraduate training shapes the professional attitudes and behaviours of both students and doctors. The importance of small acts of caring in building a nurturing and supportive learning atmosphere at all stages of medical education cannot be underestimated.Īlong with the assimilation of knowledge and skills, the successful development of a medical professional identity is an important aspect of becoming a doctor. This is especially important where problematic behaviours occur as, if not dealt with, they have the potential for long-lasting undesirable effects. The enduring impact of what role models say and do means that all doctors, need to consistently reflect on how their own behaviour impacts the development of appropriate professional behaviours in both students and training doctors. The characterisation of role models is an important part of the professional identity and socialisation of senior doctors. In particular, unresolved emotions dating from encounters where bullying behaviour had been witnessed or experienced were still apparent decades after the event. Everyday events were surprisingly powerful, emotionally charged and persisted in participants’ memories much longer than expected. Conversely, villains were typically characterised as direct or covert bullies. Heroes were characterised as attractive, altruistic, caring and clever, often in exaggerated terms. The degree of sophistication in participants’ characterisations appeared to correspond with the stage of life of the participant at the time of the encounter. Role models were frequently characterised as heroic, or villainous depending on whether they were perceived as good or bad influences respectively. Narrative inquiry methodology was used to explore and analyse video recording and transcript data from interviews. Personal Interview Narratives were derived from the stories told by twelve senior doctors as they recalled accounts of people and events from the past that shaped their notions of being a doctor. This study explores the enduring impact of significant early role models on the professional identity formation of senior doctors. This can be a complicated process, but we hope through these training sessions to inform all employees about this important and valuable topic.The successful development and sustaining of professional identity is critical to being a successful doctor. The various portals available to view student performance.An overview of how growth scores are calculated.The students that will count towards growth scores.

The assessments that are used for evaluations.Please visit our Professional Development Resources tab to schedule your training.ĭuring these training sessions, the team covers the following topics: Live trainings are available during select early dismissal dates as well as at school sites upon request.

Human Resources assists with inquiries related to Individual Professional Development Plans (IPDPs) and observations.ĭAT offers professional development opportunities to explain this detailed process. The Data and Assessment Team (DAT) handles all questions or concerns regarding student growth scores. The process uses valid, research-based procedures and instruments to identify effective teaching and provide feedback for ongoing professional development for each of the resources. Its purpose is to improve district-wide professional competence, classroom performance, professional growth, and to serve as a basis for management decisions. The Collaborative Assessment System for Teachers (CAST) is the evaluation system used by teachers in Duval County Public Schools.

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Role models cast teacher