Professional Development

Introduction

The Nursing and Midwifery Council (NMC) has set out at least four domains of competencies for entry to the register in Adult Nursing. In this brief, I will focus on the second domain of communication and interpersonal skills. Communication plays a crucial role in addressing the needs of the patients. Adult nurses are expected to communicate effectively, listen with empathy and advocate for their patients (Department of Health, 2012a, 2012b). Specifically, the Department of Health (Commissioning Board Chief Nursing Officer and DH Chief Nursing Adviser, 2012) has introduced the 6 Cs of nursing, which encompasses compassion in nursing practice. Compassion in care is only possible when patients feel that their nurses understand their feelings and show empathy (Chambers and Ryder, 2009). Communication is essential in helping patients articulate their needs (Hall, 2005). Similarly, poor communication could result to misunderstanding, anxiety for the patients and poor quality of care (Chambers and Ryder, 2009).

In this brief I will focus on the domain of communication and interpersonal skills since these form the foundation of my relationships with my patients. Developing my competency in this domain would help me identify both verbal and non-verbal messages of the patients and address their needs accordingly. Meanwhile, effective communication is needed when I communicate with my colleagues and other healthcare practitioners. A focus on my communication skills with my patients will be made in this reflective brief. Communicating effectively with my patients and other health and social care professionals would help improve the care received by my patients. Benner’s (1984) stages of clinical competence would be used to underpin my development from novice to competent. Gibb’s (1988) reflective model will be utilised to reflect on my experiences in the last three years from novice to competent.

Professional Development from Novice to Competent Level
Reflective practice (Gibbs, 1988) allows healthcare practitioners to improve current practice by learning from incidents and one’s own experiences. Pearson et al. (2009) explains that one’s own experiences are another form of evidence in healthcare. With the focus on patient-centred care, the NHS (Department of Health, 2012b) has encouraged evidence-based care when addressing the needs of the patients. I will use Gibbs (1988) model in reflecting on my communication experiences in years 1 to 3. This model starts with a description of an incident followed by analysis, evaluation, conclusion and action plan.

An incident during my year 1 exemplifies how I developed my communication and interpersonal skills as a novice. I was assigned to the mental health ward and assisted an elderly patient with dementia who was admitted for pneumonia. During his first day in the hospital, my senior nurse performed a nutritional assessment and informed me that I should assist the patient during feeding time. This was consistent with the Patient Mealtime Initiative (PMI) (NHS, 2007) implemented in our ward. As a student nurse, I would be assist the patient to self-feed and make his environment comfortable and uncluttered. During mealtime, I talked to the patient and informed him that I would assist him in eating his food. He stared at the wall and did not respond. I gently asked him if he was ready to eat. When he turned to me, I informed him that he could now start eating. He only stared at his food and did not seem to understand my instructions. I placed the utensils near his hand so he could grab it and eat. When he did not respond, I asked him if he wanted me to help him eat. After a few minutes, he got his spoon and held it for a few minutes. I began to realise that he did not seem to understand my instructions so I started to place the spoon with food in his mouth and gently touched his chin to remind him to chew his food. My senior nurse passed by and informed that I have to put some pressure on the patient’s chin and make some chewing motions to help remind him that he needs to chew his food. It took me an hour to feed my patient.

On reflection, communicating with older patients with dementia could be a challenge. Most of these patients suffer from cognitive impairments, which make it difficult for them to communicate their feelings and concerns (NICE, 2006). A significant number of older patients with dementia who are admitted in hospital wards are underweight (World Health Organization, 2014). Jensen et al. (2010) explain that many of these patients have forgotten how to eat and chew their food while others lack cognitive abilities in understanding instructions on feeding. Hence, the National Institute for Health and Clinical Excellence (NICE, 2006) guideline on nutrition for older patients highlights the importance of assisting the patients during feeding. For patients in the advanced stages of dementia, the main aim of nutrition is to maintain hydration and comfort feeding. Meanwhile, some patients could also suffer from swallowing problems, making it more difficult to ingest food (Lin et al., 2010).

The hospital ward environment is also new to older patients with dementia and might trigger anxiety and fear (Lin et al., 2010). Since patients are in unfamiliar surroundings with unfamiliar people, they might express their fears and anxieties through aversive behaviours (NICE, 2006). It is shown that nurses react negatively to aversive behaviours of older patients with dementia (Jensen et al., 2010). On reflection, the incident taught me to be more patient and to understand both verbal and non-verbal messages. It took some time for me to realise that I have to feed the patient since he appeared confused. I was also unprepared on how to communicate with an older patient with dementia. As a novice nurse, my feelings and apprehensions are normal and are also shared by other nurses (Cole, 2012; Murray, 2006). Best and Evans (2013) have shown that nurses feel unprepared to communicate and care for older patients with dementia. On reflection, I should continue with my professional development by joining training and seminar on how to communicate with older patients with dementia and address their nutritional needs. When faced with a similar situation in the future, I am better prepared and would not need more supervision from senior nurses on how to communicate with older patients with dementia and address their needs. For instance, I am now aware that these patients have difficulty verbalising their needs and I have to be sensitive of non-verbal cues and interpret aversive behaviour as possible signs of distress, anxiety or fear (Best and Evans, 2013).

The second incident occurred during year 2 in my placement in the Urology Department. At this stage, I already considered myself as an advanced beginner (Benner, 1984). I was assigned to care for a 45-year old male patient who was admitted due to testicular pain. I introduced myself to the patient and informed him that I was part of a team that would be caring for him during his hospital admission. I noticed that he was uncomfortable communicating with a student nurse and asked for a more senior nurse. I gently informed him that my senior nurse was supervising other student nurses and he was left to my care. I tried to communicate and noticed that he had difficulty with the English language. I asked him if he needed a language interpreter. Once an interpreter was identified and assisted me with communicating with my patient, I noticed a change in his behaviour. He began to open up and was willing to take his prescribed medications. I slowly understood that he was anxious about his condition and wanted a male nurse with the same ethnic background to be his nurse. When he realised that most of the nursing staff are composed of female nurses, he began to accept me as his nurse.

On reflection, this incident illustrates the importance of taking into account individual differences and using communication strategies to understand the patient’s needs. Specifically, I became aware that he had difficulty with the English language. The act of getting an interpreter greatly improved our communication. One of the competencies stated under communication states that nurses should be able to use different communication strategies in order to identify and address the patient’s needs (Nursing and Midwifery Council, 2010; National Patient Safety Association, 2009). It was apparent that the patient was self-conscious that a female nurse was addressing his needs. It is shown that a patient’s perception about his condition is also influenced by their cultural beliefs and ethnicity (Department of Health, 2012b). He was uncomfortable that a female nurse was providing care when he was suffering from testicular pain. However, the patient shares similar ethnic background as the interpreter and only became comfortable when the interpreter assured him that he could trust me. I realised that patients with different cultural background could be anxious about their treatment and might have difficulty communicating.

On evaluation, I felt that I was able to address the immediate language barrier gap by getting an interpreter to help me communicate with the patient. My experiences during my first year in placement with patients who have different ethnic backgrounds and have difficulty expressing themselves in English helped me prepare for this situation. As Benner (1984) stated, nurses develop competency through experiences. I felt that I have improved on my communication skills and have achieved the advanced beginner level during year 2. Being sensitive to the communication needs of my patient is also consistent with the 6 Cs of nursing (Commissioning Board Chief Nursing Officer and DH Chief Nursing Adviser). In this policy paper, nurses are encouraged to show compassion in caring through effective communication.

On analysis, I could have improved my communication skills by learning how to communicate with patients with different cultural beliefs about human sexuality. The patient was shy that a female nurse is part of the healthcare team managing his testicular pain. As part of my professional development and action plan, I will participate in training and seminars on how to communicate about health issues, such as testicular pain, that are considered sensitive and may carry some cultural taboo.

The third incident happened during year 3, in my placement in the surgical ward for orthopaedic patients. At this stage, my previous experiences in communicating with patients during year 1 and 2 have helped me develop important communication skills. These included recognising non-verbal messages, understanding how culture influences my patients’ perceptions of nurses and the care they receive. Culture plays a crucial role in how patients place meanings on the words and symbols I use when communicating (Funnell et al., 2009). Apart from culture, I realised that the patient’s own perceptions of the illness and pain they are experiencing could also influence the quality of our communication.

In the incident, I was assigned to assess the level of post-operative pain of a patient after surgical operation. He was a 32-year old male and was unable to communicate even after four hours of surgery. I tried to communicate with him to help assess his level of pain. Since he could not verbalise his level of pain, I used the visual analogue scale (VAS) to identify the level of pain. On analysis, I felt that I have done the right thing and have fulfilled one of the competencies under the domain of communication. Specifically, the NMC (2010) states that nurses should be able to use different communication strategies to support patient-centred care. The use of the VAS helped the patient articulate his level of pain. The VAS is often used as a tool in healthcare practice when assessing the patient’s level of pain. This tool is reliable and has been validated in different settings (Fadaizadeh et al., 2009). On analysis, my personal experiences in the last three years helped me become acquainted with current guidelines on pain assessment. It also helped me identify a simple but valid and reliable tool in assessing patient’s level of pain.

Pain perception in post-operative patients is highly subjective and could be influenced by several factors (Gagliese and Katz, 2003). These include age, gender, prior pain experience, medications and culture (Lavernia et al., 2011; Grinstein-Cohen et al., 2009; Gagliese and Katz, 2003). Regardless of the factors that influence pain, nurses should be able to assess the patient’s pain accurately and communicate with the patient strategies on how to control pain (Clancy et al., 2005). Hence, communication is crucial in ensuring quality post-operative care. On reflection, I was aware that the patient has difficulty communicating. Hence, choosing a more complex tool in assessing pain could add to more distress and anxiety for the patient (Gagliese and Katz, 2003). I realised that choosing a simple assessment tool helped calm down the patient since I was able to deliver care appropriately.

On reflection, I would follow similar procedures in the future. However, I would improve my knowledge on pain assessment by participating in pain education nursing classes in university or in the hospital where I am assigned. This would form part of my continuing professional development and action plan. Abdalrahim et al. (2011) argue that nurses with high knowledge on patient education are more likely to accurately assess patient pain, leading to earlier relief and management of the patient’s pain. However, Francis and Fitzpatrick (2013) express that despite high levels of knowledge on pain management, there are some nurses who have difficulty translating this knowledge into actual practice. One of my roles as a nurse in an orthopaedic surgical ward is to manage post-operative pain of my patients. Failing to manage pain could lead to chronic pain, longer hospital stays and poorer health outcomes (Grinstein-Cohen et al., 2009). I also realised that effective communication with patients is needed to ensure that the patient’s needs are addressed.

Conclusion

In conclusion, the three incidents portrayed in this reflective brief demonstrate how I evolved as a nurse practitioner from novice to competent. Specifically, my communication skills have developed from year 1 until Year 3. In the first incident, I had difficulty communicating with older patients with dementia. Beginner nurse practitioners have no experience in the situations they find themselves in. This was true in my experience with the older patient with dementia. It was my first time at communicating with a patient with cognitive impairment and feeding him. I lacked confidence in carrying out the task and only improved after several meetings with the client. However, in year 2, my communication skills improved. For instance, I was able to immediately identify the needs of the patients by depending on verbal cues and non-verbal messages of the client. I was able to get an interpreter and communicate with him. However, I also realised that I still need to improve by participating in classes and training on how to communicate effectively with patients with different ethnic background.

Finally, in year 3, I was now more competent in communicating with patients. Even when the patient in post-operative care could not communicate, I was aware that he was in pain. I was also able to use an appropriate assessment tool that is consistent with the guidelines in our hospital. I realised that I possess more confidence in communicating with the patient and identifying his needs. My previous experiences in communicating with different groups of patients helped me become competent in identifying the needs of the patients. Importantly, care was delivered promptly since I was able to appropriately assess the level of pain of the patient. All these three experiences show that I could hone my skills in communication. My communication experiences in nursing will help me become more competent and ready as a future nurse registrant.

References

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Cole, D. (2012) ‘Optimising nutrition for older people with dementia’, Nursing Standard, 26(20), pp. 41-48.

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The School as a Learning Environment

Introduction

A positive acquisition environment can be described as an environment in which a community of scholars dwelling of kids and grownups work together to supply, promote and prolong their ain and one another ‘s acquisition ( Barth, 2001:31 ) . In this essay the writer, pulling from professional experience in an Irish primary school context and mentioning to relevant literature, will sketch the cardinal features of schools that are positive learning environments. It will be outlined how devolved leading affecting all teaching staff ; supplying students with a voice sing school policies and their ain acquisition ; a physical environment which enables and encourages larning ; advancing uninterrupted teacher professional development through coaction ; and steps to affect all parents in the administration of the school and in heightening their kids ‘s, and through the procedure their ain, larning are cardinal features of schools that are positive learning environments. It will besides be highlighted how factors such as opposition to alter among school forces, dysfunctional staff relationships and recent Irish Government policies are common obstructions to gaining such environments.

Teacher Leadership

With a invariably increasing work load and duty “ the demands and challenges of prima schools are merely excessively great for any one individual ( the principal ) ” ( Stoll, 2009:122 ) . As Barth ( 2001 ) notes principals need aid in “ carry throughing this impossible occupation description ” ( p. 84 ) . One possible solution to this state of affairs is devolved leading whereby teaching staff are provided with leading functions and duties in the running of the school. Much has been written in educational literature recommending this engagement of instructors in leading functions ( Callan, 2006: 214 ; Harris, 2008:31 ; Sergiovanni, 1992 ; Stoll and Fink, 1996:52 ; The Teaching Council, 2010 ; Tuohy, 1999:166 ) . Cases in which instructors can take include take parting in the creative activity of a school vision and associated policies, determining course of study for the school, planning and prima staff development activities, prosecuting in determinations about how financess should be allocated and engaging new instructors ( Barth, 2001:88 ) . The writer ‘s school has started this procedure of instructor leaders with greater duty being given to the in school direction squad, which consists of instructors who hold Posts of Responsibility, sing determinations about school policies, but this is merely a first measure every bit in order for schools to accomplish maximal good results “ all instructors must take ” ( Barth, 2001:85 ) .

This teacher leading can take to a positive acquisition environment in legion ways. It can assist to prolong and advance instructor committedness and motive to the school as they are involved in doing determinations which affect them ( Fullan, 2003:38 ) , which can besides promote instructors to alter their schoolroom pattern which is important to school betterment ( Fullan and Hargreaves, 1991:23 ) . This leading function can fix instructors for the function of chief instead than all of a sudden puting them unprepared into this place subsequently in their calling ( Fullan and Hargreaves, 1991:20 ) and enable these teacher leaders to larn as they can larn through the experiences of leading ( Barth, 2001:82 ) . It has been argued that if instructors are provided with leading functions they in bend will supply leading functions for students turning the school into a more democratic environment with less subject jobs and higher student accomplishment ( Barth, 2001:80 ) and that better determinations are made as a consequence of scattering determination doing sing school issues such as subject processs and professional development ( ibid:82 ) . This leading function besides adds assortment to the instructor ‘s function and can enable them to act upon the lives of grownups every bit good as students ( ibid:83 ) . Sharing leading can besides enable the principal to go a scholar in this acquisition environment as he can larn through coaction with these instructor leaders ( Fullan and Hargreaves, 1991:122 ) . As Barth ( 2001 ) notes “ A school civilization hospitable to widespread leading will be a school civilization hospitable to widespread acquisition ” ( p. 81 ) .

Pupil Voice

Equally good as supplying instructors with greater duty through leading functions another cardinal feature of a positive acquisition environment is one in which students are given greater duty by apportioning them a voice sing school policy and their ain acquisition. The United Nations Convention of the Rights of the Child ( 1989 ) states “ States Parties shall guarantee to the kid who is capable of organizing his or ain positions the right to show those positions freely in all affairs impacting the kid aˆ¦ . ” ( Article 12 ) . Irish Policy recognised this right with the publication of the National Children ‘s Strategy ( 2000 ) which aims to make “ An Ireland where kids are respected as immature citizens with a valued part to do and a voice of their ain aˆ¦ . ” ( Department of Health and Children, 2000:10 ) . An obvious context for kids to exert this voice is sing their school experiences as a consequence of the big part of their lives they spend in school ( Devine, 2004:112 ) .

Opportunities for students to be given this voice in school include affecting them in building and take parting in their ain acquisition by supplying feedback to instructors on lessons sing how students learned and ways the instructor could do the lesson more ambitious or gratifying ( Claxton, 2008:157 ) and by puting up pupil councils to discourse school policies and processs ( McLoughlin, 2004 ) . This voice can even travel every bit far as learning instructors as Barth ( 2001:3 ) describes a school in which students provide direction to instructors sing information communicating engineering accomplishments. This writer ‘s school has begun the procedure of supplying this voice to pupils through the constitution of the Green Schools Committee in which pupil representatives from every category meet on a hebdomadal footing to discourse school environmental processs.

Supplying students with this voice can make a positive acquisition environment in a figure of ways. The positives of giving pupils chances to lend to school policies such as the codification of behavior are outlined by the National Education Welfare Board ( NEWB ) observing that:

Students are more likely to back up a codification of behavior when they have helped to develop it. Relationships of trust between instructors and pupils can turn through the procedure ( NEWB, 2008:16 ) .

Childs can besides larn accomplishments of hearing, negociating and pull offing differences through active battle in a societal context ( NEWB, 2008:16 ) . Supplying students with this voice can actuate them to come to school by demoing them that both they and their sentiments sing determinations that affect them affair ( Stoll and Fink, 1996:139 ) . It shows kids that the school will handle them rightly as Devine ( 2004:122 ) notes kids feel that schools treat them below the belt when schools exclude their positions. Children ‘s ability to larn about issues such as democracy, justness and inclusiveness can be made more effectual as kids experience these rights foremost manus through pattern and engagement ( Devine, 2004:124 ) . In his survey of a pupil council set up in a primary school McLoughlin ( 2004:132 ) noted positive acquisition results for the students involved including felicity and pride as a consequence of being involved, a sense of belonging, increased assurance and a turning sense of partnership with school forces. Claxton ( 2008 ) notes that puting up pupil councils to discourse issues of existent importance enables participants to “ cognize that what they learn by undertaking these issues will function them good in ulterior life ” ( p. 149 ) .

Resistance to Change

In order to include these comparatively fresh constructs of instructor leading and pupil voice as outlined above schools have to get the better of the common obstruction of opposition to alter. As Eisner ( 1992 ) notes “ It is much easier to alter educational policy than to alter the ways in which schools map ” ( p. 610 ) . This opposition can come from instructors and principals. This opposition to alter is an obstruction to gaining a positive acquisition environment as Stoll and Fink ( 1996 ) note:

A school is either bettering or it is acquiring worse. It can non stand still because its context is invariably altering ( p.42 ) .

Many instructors may defy alteration as they fear new inventions that they feel might expose their ain perceived insufficiencies ( Stoll and Fink, 1996:50 ) , experience a sense of loss go forthing a set of familiar set of behaviors behind and fear the hereafter and the unknown ( Tuohy, 1999:27 ) . Experienced instructors may defy alteration as a consequence of familiar modus operandis they have built up which require minimum attempt on their portion ( Eisner, 1998:159 ) .

The writer experienced this opposition to alter on several occasions. One such juncture was when the writer displayed a posting saying to pupils “ You have the right to give your sentiment, and for grownups to listen and take it earnestly ” , adapted from Article 12 of The United Nations Convention of the Rights of the Child ( 1989 ) , in his schoolroom. Several of the writer ‘s co-workers expressed their disapproval of this message being displayed to kids due to its ‘inappropriateness ‘ on the evidences that students should make precisely and without inquiry as they are instructed to by instructors as has ever been the instance. This mentality earnestly restricts the possible to supply a voice to pupils as outlined above. This writer has besides witnessed instructors learning the same content utilizing the same methodological analysiss twelvemonth after twelvemonth irrespective of alterations in national or school policies.

Callan ( 2006 ) in researching the School Curriculum Development ( SCD ) enterprise in 20 Irish secondary schools notes that principals can besides defy alteration saying “ Consequently, one learned in the procedure of this enterprise that one could non presume that there was a preparedness, willingness, or a capacity among school principals to change their function ” ( p. 107 ) . Possible grounds for this include principals desiring to keep on to power and control and to be at the Centre of doing determinations sing everything that happens in their school ( Barth, 2001:108 ) . This has an obvious damaging consequence to the end of supplying leading functions for all instructors.

Physical Environment

Cohen, McCabe, Michelli and Pickeral ( 2009:3 ) highlight the importance of a school ‘s physical environment observing that the environmental-structural dimension of a school including its cleanliness, infinite and stuffs and aesthetic quality is one of four indispensable dimensions sing the quality and character of school life. Research has shown that the first alteration the bulk of freshly appointed principals make upon get downing in the function of principal is a calculated alteration to the school ‘s physical environment ( Stoll and Fink, 1996:51 ) . Marie Stubbs when appointed principal to St. George ‘s Roman Catholic Secondary School in London, England transformed the fighting school which was on the threshold of closing from the Office for Standards in Education ( Ofsted ) into a positive acquisition environment which went on to be nominated by Ofsted as a national illustration of good pattern. One method she adopted to accomplish this was by doing several alterations to the school ‘s physical environment. These included painting each floor of the school a different bright coloring material doing the school more visually appealing and welcoming to pupils, altering the schools atrium by seting in new comfy chairs doing it a more comfy and inviting topographic point for pupils and seting up noticeboards incorporating images and information about pupils and their activities, including birthday notices, to demo them they were valued ( Stubbs, 2003 ) . The late appointed principal in the writer ‘s school has besides made several alterations to the school ‘s physical environment including the creative activity of a new computing machine room which enables students to larn, and hopefully learn, information communicating engineering accomplishments.

Claxton ( 2008 ) identifies extra physical characteristics of a learning school including shows which show the journey of acquisition every bit good as the terminal merchandise, such as a student ‘s different efforts at making a picture, showing to them “ We are every bit interested in the traveling as in the arriving ” ( p. 145 ) . He besides states that “ One of the ways you can recognize a larning power civilization is by looking at the objects and shows that instructors have chosen to ‘decorate ‘ their classroomsaˆ¦ . ” ( p. 145 ) encouraging shows that develop students ‘ “ acquisition musculuss ” ( p. 148 ) . He recommends a schoolroom layout which encourages students to travel about and larn from each other in a societal context ( p. 148 ) . Such a layout can enable students to larn through the societal procedure described by Vygotsky where with aid from person more knowing and skilled in a co-operative scene, the scholar is able to accomplish more than he could entirely ( Stoll, Fink and Earl, 2003:38 ) . A school physical environment which both enables and encourages larning is hence a cardinal feature of a positive acquisition environment.

Continuous Teacher Professional Development through Collaboration

Equally good as promoting students to larn, positive acquisition environments encourage instructors to larn. Stoll and Fink ( 1996 ) highlight a important ground for this stating:

a important subscriber to pupil acquisition is teacher larning. When instructors are professionally fulfilled, demonstrate occupation satisfaction, accomplishments and cognition, and have a strong feeling of efficaciousness around their pattern, they are more likely to actuate students to desire to larn ( p. 152 ) .

Another factor in instructor larning promoting student acquisition is the illustration this sets for students many of whom will seek to emulate their instructor ‘s illustration ( Barth, 2001:28 ) . In order to supply a positive acquisition illustration, instructors can be seen by their pupils to be seeking out ways of going a better instructor. In making so they are patterning person who is invariably looking to acquire better at what they do ( Claxton, 2008:157 ) . It has besides been argued that teachers become better pedagogues when they invariably learn how to learn ( Barth, 2001:28 ) .

The Education Act ( 1998 ) refers to the significance of instructor larning observing the importance of “ a school environment which is supportive of larning among pupils and which promotes the professional development of instructors ” ( subdivision 23-2c ) . The cardinal issue is how the school supports this development. This development should be uninterrupted and changeless because there will ever be a demand for instructors to better ( Fullan, 1991:344 ) and “ When instructors stop turning, so make their pupils ” ( Barth 1990:50 ) . Many educational authors advocate the importance of coaction between instructors as cardinal to their professional development ( Callan, 2006: 71 ; Lieberman and Miller, 1999:69 ; Palmer, 2007:146 ; Stoll and Fink, 1996:54 ) . As Stoll et Al. ( 2003 ) note “ If systems to back up professional growing are intended to prolong their acquisition, they must nevertheless, aid schools develop as acquisition communities where pedagogues collaborate to ask critically about their ain pattern ” ( p. 173 ) .

Methods of teacher coaction presently used by the writer include squad instruction, in which the mainstream category instructor and resource instructor prepare and Teach lessons together and joint planning, where instructors of a specific twelvemonth group program lessons together on a monthly footing. Other methods, non yet utilised in pattern by the writer, include mentoring, in which a senior member of staff provides feedback to a late appointed instructor sing lessons, lesson readying, resources and planning ; collaborative action research, in which instructors examine a specific country of the school such as methodological analysiss used in learning job work outing accomplishments in mathematics ; and common observation and feedback of lessons in which ‘critical friends ‘ observe each other ‘s lessons and supply critical feedback sing strengths and failings in learning methodological analysiss employed ( Stoll et al. , 2003:94 ) . In trying to make a collaborative acquisition environment it is of import that instructors are shown that collaborative work can take many diverse signifiers and empowered to choose patterns which suit them best instead than one peculiar attack being forced on them ( Fullan and Hargreaves, 1991:123/124 ) .

These collaborative environments can assist instructors to larn in assorted ways. As Rosenholtz ( 1989:85 ) notes they can enable instructors to admit that instruction is hard and that it is of import to seek aid from co-workers. In pass oning more with co-workers, instructors can go more confident and certain about what they are seeking to accomplish and how good they are accomplishing it. Merely as it has been noted that pupils larn better in a societal context from each other the same can be said about instructors. Equally good as instructor coaction bettering instructors ‘ chances to larn it can make likewise for students as “ you can non hold pupils as uninterrupted scholars and effectual confederates, without instructors holding these same features ” ( Fullan, 1993:46 ) . It besides enhances the school ‘s overall ability to better as a high degree of shared vision and teamwork is required to convey about important alteration ( Tuohy, 1999:179 ) .

Dysfunctional Staff Relationships

An obstruction to teacher acquisition, particularly in footings of collaborative acquisition, and hence to gaining a positive acquisition environment is dysfunctional staff relationships. It has been noted that negative school environments have actively hostile relationships among staff ( Peterson, 2002 ) . The writer, through experience of learning in a school with over 30 instructors on staff, has seen dysfunctional, and even hostile, staff relationships as a consequence of subcultures or ‘cliques ‘ of instructors organizing, a procedure described as “ Balkanization ” ( Fullan and Hargreaves, 1991:72 ) . In the writer ‘s experience members of assorted subcultures had no involvement or desire in working with yet alone join forcesing with members of other subcultures. This subculture outlook, and ill will which sometimes accompanies it, besides provides a hapless illustration to pupils who frequently strive to emulate their instructor ‘s illustration. In add-on as Fullan and Hargreaves ( 1991 ) note:

Balkanization may take to hapless communicating, indifference, or groups traveling their separate ways in a school. This in bend can bring forth hapless continuity in supervising pupil advancement and inconsistent outlooks for their public presentation and behavior ( p. 72 ) .

Another type of dysfunctional staff relationships are congenial relationships as opposed to collegial 1s ( Lieberman and Miller, 2008 ) . These congenial civilizations can curtail instructors ‘ potency to larn through coaction as although relationships are good-humored and compatible they do non affect the struggle or hazard needed to convey about effectual critical coaction and acquisition among instructors, such as critical feedback sing lesson observations, as instructors are excessively concerned sing their popularity ( Lieberman and Miller, 2008:18 ) .

In the writer ‘s experience dysfunctional relationships can besides be between principals and instructors around issues such as work load, acknowledgment, regard and duty assigned to instructors by principals. This has a negative consequence on positive acquisition environments as Barth ( 2001 ) notes a common feature of a troubled school is “ troubled, embattled, or antiseptic decision maker – teacher relationships ” ( p. 105 ) . These dysfunctional staff relationships can therefore earnestly impede a school ‘s possible to go a positive acquisition environment and as Stoll and Fink ( 1996 ) note “ Until clime and collegiality issues receive attending, instructors in schools sing troubles frequently show small involvement in development of instruction and acquisition schemes ” ( p. 78 ) .

Parental Engagement

Educational literature has noted the positive benefits, such as making a sense of community belonging, which can accrue from affecting other grownups in the local community besides instructors in schools ( Fullan, 1993:84 ; Stoll et al. , 2003:73 ; Tuohy, 1999:89 ) . Involving the most important grownups in students ‘ lives, their parents or defenders, can go a cardinal feature of a positive acquisition environment. Parents can be encouraged to go involved in the administration of the school by doing costumes for school dramas, supplying aid in schoolrooms, providing resources, giving negotiations on countries of expertness, training athleticss squads, functioning on school commissions and the Board of Management of the school, join forcesing with instructors sing their kids ‘s acquisition and lending to the development of school policies.

This engagement can hold several positive results. The National Education Welfare Board ( NEWB ) ( 2008 ) outlines the significance of affecting parents in developing the codification of behaviour school policy for a school by pulling on their outlooks, penetrations and experience which may offer the school a different position. Possible positive consequences include fiting parents to reenforce to their kids the messages about acquisition and behavior that are contributing to a positive school, giving parents an penetration into the demands for instructors to learn efficaciously and assisting parents to hold a strong sense of pride and ownership of the school ‘s work ( NEWB, 2008:16 ) . In add-on as Stoll and Fink ( 1996 ) note “ The fact remains that parents and instructors need to be ‘reading from the same page ‘ to advance student acquisition and development ” ( p. 135 ) . It has been noted that most parents have a important desire for schools to be positive larning environments as they want their kids to larn to their full potency ( Barth, 2001:168 ) . By join forcesing with parents sing their kids ‘s larning instructors can happen out a wealth of information refering these students such as their involvements enabling instructors to construction lessons based on these involvements which can increase pupil motive.

Schools can besides follow steps to affect parents in heightening their kids ‘s acquisition at place. In researching international surveies from 20 states on school – household – community partnerships, Drum sanders and Epstein ( 2005:208 ) discovered this was the country most households in most states requested support and counsel in. This can be achieved by schools carry oning plans and patterns, such as workshops and place visits, to beef up rearing accomplishments and aid parents supply place environments to back up their kids ‘s acquisition. Research suggests these steps can advance a positive acquisition environment as a consequence of positive influences on households ‘ patterns at place, parent and student attitudes about schools, students ‘ academic accomplishment and instructors ‘ attitudes towards parents ( Sanders and Epstein, 2005:208 ) . Parents can besides be encouraged by instructors to talk to their kids sing their ain acquisition in their mundane lives. As kids frequently look to their parents as function theoretical accounts this can excite kids ‘s acquisition and enable them to see the importance of womb-to-tomb acquisition ( Barth, 2001:24 ) . Drum sanders and Epstein ( 2005 ) besides discovered “ Surveies across states indicate that pupils benefit when they interact with household members about subjects they are larning in category ” such as in reading, spelling, literacy and mathematics ( p. 217 ) . In transporting out the attacks outlined parents can besides go scholars in this acquisition environment and understand the altering nature of schools and acquisition.

The writer has witnessed merely limited parental engagement confined to fund-raising responsibilities through engagement in the Parent Teachers Association. Even in this limited engagement parents from cultural minorities groups, disadvantaged socio-economic backgrounds and the Traveller community are non included which appears to be the norm in many Irish schools ( Lodge, Devine and Deegan, 2004 ) . Schools hence need to affect all parents in the administration of the school and heightening students ‘ acquisition as “ Most kids learn academic topics in school, but how they learn, what else they learn, and why they learn are influenced by schools, households, communities and their connexions ” ( Sanders and Epstein, 2005:214 ) .

Government Policies

While outside spouses, such as parents, can assist to make a positive acquisition environment, external factors beyond the schools control, such as recent Irish authorities policies can besides be an obstruction to gaining such an environment. Recent Budgets have created such an obstruction. Budget 2009 increased category sizes which besides led to a loss in learning stations ( Department of Finance, 2008 ) while Budget 2010 saw cuts made in the allotments to teacher professional development ( Department of Finance, 2009 ) which has been outlined as a cardinal feature of a positive acquisition environment. Budget 2011 programs to cut down instructor Numberss in mainstream primary schools with the backdown of Resource Teachers for Travellers and cut downing the figure of Language Support Teachers by 500 in the following four old ages ( Department of Finance, 2010 ) . In making so the Irish authorities are taking support constructions for students and their parents who, as has been noted in this essay, frequently do n’t hold a voice or input into schools.

The Department of Education and Science placed a moratorium on primary schools advancing instructors to stations of duty ( DES Circular 0022/2009 ) . In response to this step the Irish National Teachers Organisation ( INTO ) instructed its members non to set about extra responsibilities where a post/acting station of duty is non filled as a consequence of this moratorium ( INTO, 2009 ) . These combined steps, by curtailing instructors ‘ possible to take on excess duties, have hence badly hindered the capacity for schools to implement teacher leading for all instructors as outlined in this essay.

The writer ‘s school late underwent a Whole School Evaluation in which three departmental inspectors inspected the schools effectivity for the continuance of a hebdomad. These inspectors placed a heavy accent on written planning which the writer felt did small to heighten the quality of instruction and acquisition in the school. Problems such external reviews can convey on schools include force per unit area to conform to the review theoretical account and standards and they can suppress originative and critical instructor contemplation on the opinion and rating of school effectivity ( Stoll and Fink, 1996:170 ) . The inspectorate completed unheralded ( incidental ) external reviews in over 450 primary schools throughout all parts of Ireland between October 2009 and October 2010 ( DES, 2010 ) . Finland, which has no national school reviews but a system of school self-evaluation ( Webb, Vulliamy, Sarja and Hamalainen, 2006 ) , was one of the highest superior states in the Organisation for Economic Cooperation and Development ( OECD ) Programme for International Student Assessment ( PISA ) study of instruction public presentation while in both literacy and maths degrees Irelands ranking declined significantly when compared to 2000 ( OECD, 2010 ) . It can be argued hence that the current Department of Education and Skills theoretical account of school reviews can make an obstruction to gaining positive acquisition environments.

Decision

As outlined in this essay, principals, instructors, students, parents and the schools physical environment can all play important functions to enable schools to go positive learning environments. The cardinal features of such a school can be described as one that provides leading functions and associated duties to its full teaching staff ; affords a voice to pupils sing school policies and their ain acquisition ; contains a physical environment that enables and encourages larning ; promotes uninterrupted instructor acquisition and development through coaction ; and has steps to affect all parents in the administration of the school and in heightening their kids ‘s acquisition. As illustrated by holding these features the school will heighten the possible and motive to larn in all its participants making a community of scholars.

In the writer ‘s experience while initial stairss have been made Irish primary schools still have to to the full gain this presently mostly theoretical theoretical account of a positive acquisition environment. Reasons for this include troubles in get the better ofing common obstructions such as opposition to alter from school forces, dysfunctional staff relationships and recent authorities policies. Developing the features outlined is important to making a community of scholars as American pedagogue Laurence Downey ( 1967 ) expressed it “ A school Teachs in three ways: by what it teaches, by how it teaches and by the sort of topographic point it is ” .1

1 Quoted by David Hopkins Teaching and Learning as the Heartland of School Improvement Seamus O Suilleabhain Memorial talk, NUI Maynooth, September 2001

Introduction

As a manager/Leader I have to do portfolio of professional development. So in this portfolio I made grounds which is supported by my ain advanced professional development diary. That includes my ain personal accomplishment audit, SWOT analysis, my learning manner alterations, skill acquisition with the aid of some on-line trials like MBTI clip direction, learning stock list. This besides includes stuff collected to show accomplishment of the standards required by learning results.

I encourage myself to pick up a pen and a piece of paper and note down the ends I want to make. Look at each end and measure it. Make any alterations necessary to guarantee it meets the standards for Smart ends:

• S = Specific
• M = Measurable
• A = Attainable
• R = Realistic
• T = Timely

Complete my PGDM. I besides want good class in PGDM so that I will able to acquire relevant occupation.

Skills I m holding

Hard work

Active scholar

Curiosity

Skills required

Good acquisition capableness

Understanding of each and every topic

Get admittance in Msc Business Information Technology. By taking this class I will do good combination of PGDM class and Msc degree

Skills I m holding

Good cognition about information engineering

Skills required

Knowledge of recent progresss within field and in related countries

Ability to acknowledge and formalize proficient jobs

Professional /Organisational

I m presently non a portion of any organisation so I m adding here my professional end as acquiring a good and relevant portion clip occupation which in one manner attention deficit disorder to my life and in other manner add to my accomplishments.

Skills I am holding

Technical cognition

Adjustable nature

Skills required

Good communicating accomplishments

Fluent English

Get married. I put this in mid term because in 3 or 4 old ages I have to happen a right individual whom I can acquire married.

Skills I required

Understanding nature

Friendly

Educated

Good cognition about household values

Adjustable

Get admittance in MBA ( portion clip ) I want to make MBA because it might be helpful for my bright hereafter and add to my grades.

Skills I required

Qualified grade

Increased acquisition capableness

Professional/organizational

Reputed occupation of director ( in reputated company ) or teacher ( in reputated university or college ) in UK. I have to believe about my household and my hereafter and my lifes to settle down

Skills I required

Efficient cognition about field in which I have to work

Team working

Critical thought

Identifying and analysing capableness

Outstanding communicating accomplishments both verbal & A ; written

Visit my favourite finishs.i want to give my self some interruptions and relax between busy agenda so I want to go different castles or states.

Skills I required

Savingss ability.

Fulfill my duties as household member sing different dealingss. Everyone expect something from me and I have to carry through demands of my household.

Skills I require

Management between household and work

Establish my ego in my field

Skills I required

Required cognition of concern competitions

Competition

Honesty with work

Tolerance

“ It is of import to first formalize a pupil s dominant agencies of larning if we hope to dispute them to work in a manner in which they feel less competent. Student ‘s ” ( Mary Ellen mcClanghan )

Learning manner

“ A typical and accustomed mode of geting cognition, accomplishments, or attitudes through survey or experience “

( Neil Fleming, VARK Questionnaire )

Traditionally, the three predominant manners are:

1. Visual ( reading or seeing )
2. Auditory ( listening or talking )
3. Tactile/Kinesthetic ( making )

So to cognize my learning manner I took a learning manner trial ‘discovering your acquisition manners ‘

And found that I am ocular scholar 50 % , audile learner 35 % , haptic learner 10 %  .So I am ocular scholar most of the clip. To do my learning more effectual and valued I have to sharpen techniques for ocular acquisition and besides to get accomplishments for that.Moreover I can do a right balance between two learning manners ocular and audile to do my learning affectional for long usage.

Techniques ( accomplishments ) for ocular acquisition are as follows:

Making and exposing streamers which can be visualized subsequently on.

Using or making simple symbols are easy to retrieve.

Using colours is besides an effectual technique utilizing different colours for headers paragraphs, and lines can do me set up my undertakings or informations more efficaciously

Watching pictures and presentations I can promote my ego furthermore creates creativeness in work.

And in other manner I can fall in the accomplishments for audile manner with ocular acquisition to do my larning more dependable and efficient and smooth. Techniques for audile acquisition:

Singing and listening to music is helpful in cut downing emphasis during working hr.

Small group treatment. Group is said to be garnering of new thoughts and position people can propose, advice better.

System diagrams can assist me visualise the links between parts of a system within organisation, there workings construction people involved.

So I plan for following some accomplishments for larning in future to do my propensity best for me

Making outlines-making lineation of everything is a helpful technique through which I can retrieve utile instructions, my ain undertakings, and presentations.

Color codification words and research notes is a good technique that can be used to retrieve of import points in presentations and study

Whispering new information when alone is utile technique to better my memory.

Take notes, doing lists is an effectual technique to set up work.

Diagramming, reading maps, essays demoing a procedure is good technique to form, manage, learn things.

Repeating facts with eyes closed is a effectual technique that can be helpful in larning procedure

Reading transitions and composing replies about them in a timed trial is helpful in sharpening your memory and acquisition

Skill audit

Helps you to measure your current strengths in relation to identify accomplishments. So I carried out my ain accomplishment audit. That demonstrate evidences that I m holding that skill how I m traveling with that accomplishment and betterment if needed

Techniques need to be improved to make undertaking in effectual manner

I use IT suitably for database, recordings and showing information

SWOT Analysis

SWOT Analysis is an effectual tool to cognize your strengths, failings, chances and menaces. It tells about where you are now and what you should make in hereafter to better your accomplishments form your chances and place your menaces.

Hard Working Person, really ambitious. I want to give my 100 % in my work.I am honest in work attempt to give my best. Tidal bore to larn something new. I like to garner any sort of information from any beginning. I can alter my ego harmonizing to milieus or conditions. I prefer to form my work devising agenda for anything I do. I am good in spoken English so I can easy pass on with people. I have learned some rudimentss of concern from my uncle so I am able to pull off little concern or I can make occupation. One of my biggest strength is that I m positive mind. I ever hike my ego by stating I can make this. I have done many presentations during my Msc I have good presentation accomplishments.

Worked in prophet, VB. Made a undertaking in VB.i can work in IT environment. Furthermore I know prosecuting POST GRADUATE DIPLOMA IN BUSINESS MANAGEMENT subsequently on I can make MBA as good. Then I can hold more specific occupation ends.

Stress of making many things or undertakings at same clip carefully do me to believe unkindly about the state of affairs and people involved and who created that undertaking. Become really impatient sometime. Time force per unit area causes emphasis. Ca n’t work decently under deadlines. Ca n’t do multiple undertakings at the same time. Lack of work experience. Weak occupation happening techniques.

Menaces

Negative tendencies in field that can decrease occupations like retrenchment and obsolescence. Many pupils are making same class what I m making my co-workers can give me tough competition. Competition is increasing, today is epoch of competition, and rivals can be superior so me holding high cognition in field. Lack of preparation and experience can be another obstacle.Companies is non engaging people with major/degree this can be menace to my calling.

After taking on-line larning manner stock list ( hypertext transfer protocol: //www.learning-styles-online.com/ ) . I came to cognize about my learning manner stock list. And the consequences are displayed in tabular array and graph.

Through this trial I am made able to detect my preferable learning manner. I am ocular scholar most of the clip as the trial consequences says so I can get ocular larning techniques to do my larning more effectual. Furthermore stock list besides shows some another preferable acquisition manners which I can utilize like lone, physical, and aural. Bing lone scholar I will work entirely think and concentrate more efficaciously on given undertaking. Bing societal I will prefer to larn from others what people advice and propose me.

Time direction log

After traveling through clip direction and my mark is 40 and I need to better on some issues. So to pull off my clip more decently I have to:

1. I have to put some ends. Goals can be short listed ( for a hebdomad or month ) or for old ages.
2.  I can give some plants more precedence.what are more of import to make do list which are to be done first which can be left to make subsequently on.
3. Making agenda for my work is besides effectual to my work decently.

My day-to-day clip direction log

1.  I woke up at 6 a.m.
2.  Then I get fresh in half hr.
3.  I make breakfast in about 1 hr.
4.  Watch News for one hr expression for concern intelligence, amusement News etc for half an hr.
5.  Then travel to shop for families ( veggies etc ) it may take two or three hours.
6.  Read books or surf cyberspace for two or three hours.
7.  At 9 p.m I have to fix dinner.
8.  Until 10 I have went to kip.

To cognize my personality type I undergo through Myer Briggs online personality trial. and I got consequence as

I- ( introverted ) -I require some private clip to believe about state of affairs my ends future programs and day-to-day aims. I decently before making anything. I m motivated by my ain largely

N- Intuitive- I think about future most of the clip. Like to utilize imaginativeness use to do new possibilities work on them. I have to memorise to remember forms, contexts and connexions. I learn theoretically most of the clip

F-feeling-I am concerned to my personal feelings. Depend on people for any determination. I seek for consensus and popular sentiments.

J-Judging-I usage to be after inside informations in progress before I have to make any thing or take any action. Largely focus on actions related to undertaking. I prefer to finish sections and so to make chief undertaking. I try to cut down and command emphasis while making any work. Normally I set marks.

So after doing my accomplishment audit, making my personal SWOT analysis and taking trial to cognize my learning manner, clip direction, and personality manner trial I came to cognize about accomplishments I can get for effectual direction and leading.

I carried out personal development program which shows creative and actionable. Sing my current accomplishments my skill acquisition. resources I can utilize and skill acquisition. how they are effectual.

Career mission statement:  I want to set up in my field

Current accomplishments:

1. Good and qualified Master of Science computing machine scientific discipline grade.
2. able to utilize computing machine can work in Windowss, prophet, unix environment
3.  Presently prosecuting PGDM ( station alumnus sheepskin in concern direction ) .
4.  Good presentation accomplishments.
5.  Good web of friends which can give me assist when required.

I learned how to impact others how to do them listen you by demoing figures, graphs, diagrams etc and moreover as ocular scholar it my utile for my ego to utilize different colour pens or markers for headlines and keywords and look attractive to others

I will go on with my ocular acquisition manner and will seek to heighten my accomplishments with this manner

Now I can work in squad manage my and my squads work decently.

I can pull off my group, take a lead, and do presentations. Suggest my co-workers

I can form my work and easy retrieve keywords, make my studies more effectual.

work direction was non good I was non able to work under deadlines and non was to work under force per unit area

By end puting now I am able to pull off my work I can do balance between official and personal life. I learned techniques to command cut down emphasis caused by deadlines given for certain undertaking

By listening to music, by doing your work more create for you sometimes group treatments besides help me so I like to discourse my jobs with friends and seniors in household

In future I will do agenda for work, give precedences to of import undertakings. usage techniques to cut down emphasis degree

I am able to make my work at a clip

I can work under strong deadlines, pull off my clip

I can do working and personal life balanced

My leading qualities were low I was non able to actuate and promote people

Now I am seeking to follow some leading qualities like cooperation, control,

Taking a lead, working with duty doing people to follow me

I will heighten my effectivity in this field and larn nucleus capablenesss that a director can hold

I am able to stand before others.

I can work as director and larn more managerial aims and pull off my staff members decently

I can do determinations at m ain degree

I was dependent on others to do determinations

I am able to take determination at right clip

I will do my ego more specific about determinations

I can analyse thing, reflect it and so take determination

Helpful for me when I have to work as director

I m self confident

Decision

To sum up, in this portfolio I demonstrated my skill acquisition techniques.how I Overcome my failings and identified menaces and obstructions coming in my manner to accomplish my ends. I besides analyzed my current state of affairs, the ways to better and besides how I identified my learning manner and personality type and how I can utilize them in my skill acquisition. So, here I came to cognize about my acquisition manner, end scenes and clip direction.