Thrive 55 - An ecological perspective of teacher professional development

From Dialogic feedback as divergent assessment for learning: an ecological approach to teacher professional development by Jennifer Charteris

Assumptions: In the context where the teacher values "intellectual accountability" to solve the problem using data and is agentic in doing so rather than blaming the system. The dialogue should then not be about the standards but "how one could exceed his or her own high expectation".

Jennifer did not define "ecology" like Chong or Ajjwai but argued for a bottomed-up system of professional development through dialogue, seeing the system from the eye of the teacher rather than from the eye of the system or outsiders (researchers) like Chong or Ajjwai.

In the area of "dealing with" the issue of students with behavioural disorders and SEN, how can we have professional dialogue (with data about the issue from AED T&L, family, after-school life and past experience to bring the disorders to order? What kind of accountability should this group of students hold for the rest? Will that dialogue solves the problem? My take as of now is that this ecological perspective is not be taken for low-achievers as a result of behavioural disorders. The reason is simple, if it is an intellectual disorder that results in behavioural disorder, then there must be relational accountability rather than intellectual accountability.


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