Why on earth would you bother with Teacher Accreditation? It takes so long and is really hard work.
For the first two career stages (Graduate and Proficient), we have very little choice but to complete the reflection and evidence gathering process.
The next two steps – Highly Accomplished and Lead Teacher – and your decision about whether or not to continue with the process is influenced by many factors.
Collecting evidnce at any career stages is a skill. There are different ways to do it and, it would seem, different reasons too.
The reasons behind WHY you are completing this “paper work” have a lot to do with the reason many choose NOT to continue beyond Proficient.
I hear things like
- It’s a hoop juming exercise
- I don’t want to have to prove myself against the standards. It feels wrong and uncomfortable
- It’s a massive job and I don’t have time
- I need to have taught for (insert personal limit) years before I can consider that
- I don’t have any evidence.
There are healthier, more helpful ways to view the teacher accreditation process.
and these ways of thinking, will help you stay connected to your purpose, make the process more valid and get you to the finish line faster
Over the past few weeks I’ve had the pleasure of talking to many of you about The Evidence Engine. The competition closes very soon and I am really enjoying talking to so many of you about your hope, dreams and.. yes.. fears when it comes to the accreditation and reflection process.
In this week’s episode I want to share 6 of the most common reasons I hear for moving forward with teacher accreditation.
Reasons that are better aligned with education, teaching and learning and self development.
Reasons that I hope will inspire you too 🙂
They are certainly the kinds of reasons that mean these people belong in the Evidence Engine Course 🙂
Don’t forget to share the reflections you right with @Edufolios on any social platform you like! We can’t wait to read them!