{"id":313,"date":"2019-07-23T21:04:28","date_gmt":"2019-07-23T21:04:28","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-oneonta-education106\/?post_type=chapter&p=313"},"modified":"2019-10-03T12:50:35","modified_gmt":"2019-10-03T12:50:35","slug":"1-6","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-oneonta-education106\/chapter\/1-6\/","title":{"raw":"1.6 Lifelong learning and professional development","rendered":"1.6 Lifelong learning and professional development"},"content":{"raw":"
\r\n\r\n\"Professional\r\n\r\nTeachers engage in the process of lifelong learning\u00a0as a way to\u00a0meet the needs of their students, respond to best practices in the literature and research and try to integrate the newly acquired approaches to support student learning. Some examples of lifelong learning, also known as professional development, may be attendance at a conference, mentoring (either as the mentee or mentor), joining a professional organization and conducting research. As an undergraduate student pursuing your\u00a0Bachelors\u00a0Degree in education you are immersed in a constant environment of learning.\r\n\r\n<\/div>\r\n
\r\n\r\nNew York state has teacher induction requirements for first-year teachers. As a\u00a0first-year\u00a0teacher in New York State, you will be assigned a mentor in your district who will serve to support and guide you through the challenges, questions, and joys that your first year of teaching will offer. Strong mentor-mentee programs increase the development of a new teacher\u2019s connection to the school community and reduce isolations (NYSED, 2013).\r\n\r\n<\/div>\r\n
\r\n
\r\n

Activity: Think it, Ink it<\/h3>\r\n
\r\n
\r\n\r\nThink it, Ink it (5 minutes) and divide into groups of 4-5 students and share your answers.\r\n\r\n<\/div>\r\n
\r\n
    \r\n \t
  1. As a first-year teacher what personal qualities would you hope for in a mentor?<\/li>\r\n \t
  2. What specific type of information do you want your mentor to provide you with?<\/li>\r\n \t
  3. How will you advocate for your needs as a\u00a0first-year\u00a0teacher\/ mentee?<\/li>\r\n<\/ol>\r\nReport out to the class the results of the group\u2019s conversation.\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n
    \r\n

    Resources for professional development and learning<\/h2>\r\n<\/div>\r\n
    \r\n\r\nAt some level reflection on practice is something you must do for yourself, since only you have had your\u00a0particular teaching\u00a0experiences, and only you can choose how to interpret and make use of them. But this individual activity also\u00a0may benefit\u00a0from the stimulus and challenge offered by fellow professionals. Others\u2019 ideas may differ from your own, and they can, therefore, help in working out your own thoughts and in alerting you to ideas that you may otherwise take for granted. These benefits of reflection can happen in any number of ways, but most fall into one of four general categories:\r\n\r\n<\/div>\r\n
    \r\n
    \r\n