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9.1 The Evolution of Professionalism's Definition

As typically defined in dictionaries, a profession is an occupation that requires advanced training and performance capabilities. Professionalism requires active commitment to a profession's highest standards, including its ethics. The body of knowledge possessed by a professional should be more advanced than that of lay people (Fromberg, 2003). Putting such definitions into practice changes over time as a field's knowledge base and required skills evolve. This has most certainly been the case in the field of early care and education.

At the turn of this century, the National Society for the Study of Education published a volume that looked back on the state of education over the 20th century as well as forward across the 21st. In it, Stacie Goffin (2001) addressed the history and future of early childhood education and its professionalism issues. She reviewed the controversies of the early 20th century in which the definition of a professional as a teacher trained in the philosophy and skills of Friedrich Froebel, father of the kindergarten movement, was being called into question. Exploding interest in the scientific approach to child development and education was fast taking over the field from the more mystical, spiritual approach of the Froebelians. In time, the Froebel kindergarten was consigned to the writings of historians, and the scientific approach ensured a continuing evolution of the definition of what it means to be a professional educator.

A major expectation of an early childhood professional throughout the 20th century was the need to have a deep understanding of and expertise in teaching "the whole child." Over the first decades of the century, this took into consideration the child's cognitive, language, social, emotional, and physical development. Goffin pointed out that now, "The nation's increasing racial and economic diversity challenges the field . . . to expand the conceptualization of the 'whole child' . . . to include such issues as family support and health care. Such an approach confronts the profession with how to integrate and coordinate its programmatic concerns with those of allied professions" (2001, p. 157). Thus, Goffin concludes that being a professional in the 21st century includes a complexity not considered a century ago, requiring understanding of economic and cultural diversity as well as the ability to work with others in the allied professions. Finally, today's early childhood professional needs to "assume accountability for child outcomes" as required by supervising agencies and governments (p. 157).

Achieving professionalism today, then, requires complex knowledge and skills, starting with the appropriate dispositions for work with young children.

9.2 Dispositions

The decision to work with infants and young children should not be made lightly, and no doubt readers of this text have given careful thought before and during their career preparation. Part of both early and ongoing decision making is self-reflection to determine if one's personal and professional dispositions are appropriate for such a career and, within that career, the role that is most suitable (see Professional Reflection: Thinking Further About Dispositions). This section provides a brief overview of some appropriate dispositions for careers in early childhood as a reminder of their importance to the task of being a true professional.

A disposition has been defined as "a tendency to exhibit frequently, consciously, and voluntarily a pattern of behavior that is directed to a broad goal" (Katz, 1993, p. 1). This indicates that a disposition is more than an attitude, which might not have any behavior attached to it. For example, a teacher might have a positive attitude about playing music while the children work but never introduce the experience. A disposition is also more than a behavior, which might just be a habit rather than anything thoughtful. The caregiver who buckles babies into their infant seats every day in the same way and at the same time probably does so primarily out of habit, rather than conscious intention.

classroom?

Schools and centers that set out to hire teachers and caregivers typically have in mind a set of dispositions they hope to find in their future employees. The following dispositions have been suggested by early childhood and other education professionals as important to the welfare of children. Typically, each disposition is mentioned by more than a single writer. The overlapping sources for this list include Da Ros-Voseles and Moss, 2007; Enz, Kortman, and Honaker, 2003; Katz, 1993; NBTPS, 2010; and Vartuli, 2005. As you read the explanation for each one, note how it includes both attitude and action:

Confidence in one's ability. Caregivers and teachers who feel well prepared for their jobs, who make the time and effort to create a safe and joyful environment, and who know that they are doing their best for the children in their charge will find themselves able to convey their confidence to both the children and their families. In turn, the families will respond with confidence in the knowledge that their children will be well cared for and educated.

Curiosity. Young children are inherently curious about the world and everything in it. The best way to ensure that they retain this quality is to model it ourselves. Do they ask a question you cannot answer? "I don't know. Let's find out together!" is a good response. Curiosity can and should lead to an interest in lifelong learning, for both child and teacher.

Empathy. More than sympathy, empathy asks us to step into another's shoes and to try to understand more about the other's interests, understandings, and feelings. Doing so may well lead to an interaction we had not quite planned on or expected.

Flexibility. Caregivers and teachers can expect that change will be a constant in their professional lives. As children in their care grow and develop, what they need from their teachers will change; new classes of children will have different individual and group personalities and interests; requirements from administrators and governing agencies may well change over time as well. Flexibility includes a willingness and ability to meet new challenges without being rigidly opposed to new things.

Positive views of others. The belief that all children can learn leads to high expectations and matching successes. The willingness to interact positively with other adults at center or school leads to harmonious relationships and even new friendships.

Respect for diversity. Children and their families come in many sizes, shapes, ethnicities, cultures, economic levels, and abilities. Even in neighborhoods that appear to be homogeneous, there are underlying differences that may take a while to make their presence known. Teachers and caregivers who have respect for the many differences they encounter can expect the most positive results from their school-family interactions.

Self-esteem and self-efficacy. When we see the good in ourselves, we are more likely to find the good in others. If we see ourselves as successful learners, able to improve and grow, we are more likely to believe that all children can learn, too. Teachers with these qualities are more likely to persist and be resilient when life gets difficult.

Understanding of and respect for multiple intelligences and learning styles. Very young children learn with all their senses and share a kinesthetic approach to learning. By the primary grades, preferred learning styles as well as the intelligences that will serve them best are making themselves known. Teachers who are aware of these varying styles provide a variety of pathways to learning rather than imposing their own preferred approaches on everyone.

9.3 You Are What You Wear and How You Communicate

This section addresses some of the so-called surface aspects of professionalism: appropriate appearance and appropriate communication. These aspects may not pertain directly to interactions with young children, and their superficial nature may make them seem unimportant, but they can be the difference between getting and keeping a job, or not.

Appropriate Appearance

Dressing and grooming in a professional manner varies from one career to another. In the field of early care and education, considerations include the need for clothes that wash easily; shoes that are comfortable to stand, walk, and run in; jewelry (if any) that will not be pulled off or damaged by admiring and curious youngsters; and uncomplicated, easily repaired hairstyles. It is easy, with all this, to tend toward sloppiness and informality that goes too far. While the children usually will not care (see Example #2 in Case Study: Lessons in Professional Appearance for an exception to this), early childhood professionals need to remember that they must also be ready to meet with parents, sometimes without any advance notice. The following case study reports the experiences of three professionals who needed some mentoring on this topic.

Appropriate Communication

Caregivers and teachers communicate with their peers, their children, and the children's parents in three basic ways: orally, in writing, and with their body language. Being professional requires that each of these modes of interacting with others takes into account the rules of standard English, the possibly diverse cultural responses of the other parties in the communication, and local expectations. Especially important in today's world of social media is taking care to avoid popular abbreviations and to communicate with respect and professionalism.

9.4 Interactions with Other Adults

Chapter 8 mentioned preparing for a new job with a plan to stay positive, even though any work site has difficult situations that arise. Being happier and more popular was suggested as a result (see the section titled "Mental Preparation"). There are professional reasons for taking this stance in interactions with colleagues and parents. For example, one in-school supervisor tells of the student teacher who "was offered a contract upon graduation because everyone, from the secretarial staff to the custodian, raved about her professionalism and courtesy on campus" (Wilke, 2003, p. 78). The following sections provide suggestions for positive, professional interactions with mentors, colleagues, and parents.

Mentorship

In some situations, mentors are assigned to new teachers. The mentor might be a more experienced colleague at the same site, but she could also be a district employee assigned to several new people at one time. In other situations, mentors are not assigned—perhaps not even thought of—and the new employee is left to navigate the unfamiliar teaching environment alone. This might at first seem to put the new teacher at a disadvantage, but it also means that he or she can now choose the person (or persons) most likely to prove helpful, and colleagues whose personalities are most compatible with his or her own. No matter how they are chosen, mentors can have a powerful influence on how new practitioners develop in their abilities and how they develop and express their values (Guillaume, 2004). New practitioners should not be "afraid to seek guidance from others who were in [the] same place in this educational journey not that long ago" (Wilke, 2003, p. 56). This might well be the principal or director of the school or child care center, as well as assigned mentors or more experienced teachers and caregivers.

Much has been written about the qualities that mentors should endeavor to possess. We have supplemented Clements's guidelines with suggestions for the beginning teacher or caregiver in interactions with the mentor. Remember that knowing what to look for in a mentor can be a good first step to a potentially positive experience.

When interacting with mentors, it is good to recall our original advice about being positive rather than negative. This is, perhaps, more easily said than done, particularly when faced with difficult situations. Here are a few examples of ways to reframe accusatory or negative language:

Instead of saying to a director, "I may be new but it's not fair to give me all this extra work to do," try this: "Could we talk about my extra assignments? I want to do a good job and would like to know which ones I should focus on first."

Instead of saying to a mentor, "Why do you always spend more time in Selma's room than in mine? Is it because you like her better, or what?" try this: "Today we're going to have a really interesting art project at 10:00. Would you have time to stop by and give me some feedback?"

Instead of saying to a principal, "That kid drove me crazy last year and now you're assigning me his little brother?!" try this: "I see that Wilbur will be in my class. I'm happy to be assigned a challenging child, but I'm not sure I did a good job with his brother and wonder if I'm the best person to be working with Wilbur."

In other words, think about ways to reach the same, or better, goals by being positive, non-accusatory, and friendly.

Collaboration

Professional success as a caregiver or teacher requires skill in collaboration. Even if there is only one adult in the classroom for most or all of the day, many situations arise that demand the ability to work well with others. These might include working on special events, attending group workshops that include learning in teams, or being asked to share some area of expertise with others on staff. Collaborating well in such activities means having a positive nature, a willingness to try new ideas and ways of doing things, and valuing others' input.

In an early childhood center, there is frequently more than one adult in each room. The adults might be co-teachers, or one teacher might be working with a supervisor or someone whom he or she is supervising. For the sake of collegial harmony, and even more for the sake of the children, working well together on a daily basis is critical. Teachers in kindergarten or the primary grades are more likely to work alone most of the time. While this might lead to more independence, it can also prove isolating. Teachers of older children often welcome collaboration, as it not only leads to greater interaction with others, but also can provide mentorship opportunities. Whether practitioners find themselves working with others daily or on their own most of the time, they should view themselves as part of a center-wide or school-wide team. They should try to get to know, and work with, as many people as possible, "for they truly are your fellow travelers in this educational journey" (Wilke, 2003, p. 81).

Remembering others' names should be a first self-assignment, and introducing yourself goes along with that (you may need to re-introduce yourself to some, especially if the site is large). Finding out ways in which you might collaborate with others, as discussed previously, is the second part of the assignment. For a newcomer, it is beneficial to take a minor role or to work from a position of some humility, even if you feel that you have more expertise than others in the group do.

Within the classroom, when there is more than one adult, there is a daily need to work together respectfully, whether coworkers are above or below you in seniority or assignment. This includes listening responsively to others' ideas, providing sincere compliments when they are due, and trying hard to resolve disagreements collegially and respectfully (NAEYC, 2011).

Confidentiality and Gossip

Keeping information about students confidential is important, as the following story illustrates: It was late August, and the school district was providing an orientation for new primary grade teachers to be held in one of its elementary schools. The school principal was in charge, but shortly after he had welcomed the group, his secretary poked her head in the door to ask what to do about a misbehaving third grader. School had not even started yet, and he was already out on the playground bullying younger children, as usual. The principal asked her to keep the boy in her office until he was finished with his meeting. Then, he turned to the new teachers, rolled his eyes, and said, "I wonder if Randy is ever going to learn." He proceeded to enumerate a number of misdeeds and annoying attributes that Randy had displayed since kindergarten. As the principal finished his rundown on Randy's negative characteristics, one of the teachers turned to another and whispered, "Randy is my cousin."

This (unfortunately true) story occurred in a small community, so the fact that there was a connection between the new teacher and the child was not so surprising. It is also true that child care centers and schools are small communities, in which parents interact with other parents as well as with staff and administrators. Both staff and administrators can expect that anything they say, whether in person or via social media, may well spread far beyond what had been intended.

It may also be tempting for practitioners to let their hair down during break times, such as lunch in the staff room or while supervising recess. There is usually something or someone to complain or worry about, or simply to comment on. Or, it may be that advice needs to be sought related to working with a specific child. There is a fine line between engaging these needs ethically and moving into the realm of gossip. When in doubt, resist sharing and reflect on what would be most appropriate instead.

Parents and Other Family Members

Professionalism in regard to interactions with families is complex but essential. A first step is to be proactive, to take the lead in reaching out to parents, especially because many are waiting for the caregiver or teacher to do just that. Most centers or schools have policies in place, but ideas include visiting the home, inviting family members to the site with an open-door policy, writing a letter of introduction, and sharing through newsletters what is happening in the classroom. Other possibilities are individual notes home or emailing, especially if a photo from that day's activities can be attached. Families will want to know your philosophy about teaching, including how their children will be disciplined, and it is important to hear how they feel about these issues as well. Families can also provide input on the curriculum when appropriate, as well as helpful materials and volunteer labor.

Successful home-school partnerships are a primary responsibility of the early childhood professional. Just as in interactions with colleagues, communication should be respectful and positive, even in difficult situations. Sensitive issues should be discussed privately and the importance of confidentiality not forgotten. If a parent tries to engage in gossip, the subject should be changed or a gentle reminder given.

Inevitably, situations will occasionally arise in which a family member's behavior is exceptionally negative and difficult to deal with. In these cases, greater depths of professionalism will need to be reached. Because each situation is unique to some extent, it is not possible to provide a ready list of solutions to various behaviors. However, a few helpful guidelines can be included here. First, be determined to be a good listener. This means avoiding jumping in with a defensive response when feeling verbally attacked. Instead, consider asking, "Can you tell me more about that?" and then listening until the person is truly through. Second, when a situation is difficult enough that you are concerned about future outcomes or even your own safety, involve another person in the conversation as quickly as possible. If possible, this would be an administrator, but a nearby colleague can work as well. Third, it is sometimes a good idea to review in writing what transpired. This should be approached as a collaborative endeavor, as a way to clarify issues and go forward with any future changes or meetings. Even the most difficult interactions with family members call for a professional and positive response. It is sometimes tempting to be negative instead, but the long-term rewards of avoiding such understandable responses will usually be positive. All social media commentary should be avoided.

Finally, professionalism requires the early childhood practitioner to respect each family's culture:

This context is critical in making classroom decisions that are appropriate for each child, as well as in fostering positive relationships with the parents themselves. . . . Excellent teachers know that listening well and keeping an open mind about different perspectives are vital where cultural differences exist and essential with all the families they serve. (Copple & Bredekamp, 2009, p. 45)

9.5 Becoming a Student of Your Own Teaching

Juggling the many demands of teaching, especially in the first year or two, can feel overwhelming. It might seem as though there is little or no time to step back and think about what is going on, what is working well, and what needs to be revised. In the long run, however, taking time to reflect makes it easier to go forward. As one writer has said,

Spending time now understanding more about who you are as an individual will not only help you become a better person, but will also aid in your development as a professional. And, as I can tell you from my own experiences, it will help you avoid mistakes as you relate to students, parents, and coworkers down the road. (Wilke, 2003, p. 3)

Another writer suggests, "When you reflect on experience, you have an opportunity to grow from it. Thinking about what you are learning helps consolidate teaching knowledge and skill" (Jonson, 2002, p. 213).

When you reflect, you essentially become a student of your own teaching. By analyzing what you are doing and have done, you understand better what works and what does not. Then, you can begin to plan more effectively what teaching methods and materials will work better in the future. With increasing numbers of successes, it becomes easy to see why investing time in reflection actually saves time when there are fewer mistakes to be corrected.

Reflection through Conversation

There are basically two general approaches to reflection: having conversations with other people, and writing down one's private thoughts. Most of us are inclined toward one method or the other, but taking time for both can be most helpful. For example, talking with a mentor or peer provides an opportunity to see what is currently working, as well as what has worked in the past, for others in a similar situation. Reflecting out loud on what is happening in your classroom and discussing professional issues and career plans can be most effective when shared.

When teachers are collaborating in an active, honest search for answers, this is reflection at its most powerful. Reflecting with a supportive listener may be your best source of information and emotional succor. From this, you will learn, grow, and gather strength to be a truly professional teacher (Jonson, 2002, p. 214).

Reflection through Journaling

The second approach to reflection, private thought put into writing, frequently leads to some sort of journaling. On occasion, teachers choose to make their journal reflections public, and their publications can offer both inspiration and timely teaching tips. Doing such writing was popular several decades ago, with some of the books reaching bestseller status. In recent years, reflective writing from teachers has become popular again. Sometimes this takes the form of internet blogs that are either posted by teachers individually or as part of a larger, often commercial, enterprise. In addition, a number of books have been published. Some of the titles that you should consider reading are provided at the end of the chapter.

There are certainly benefits to keeping a teaching journal: "Sometimes, the simple act of writing about an issue will clarify it for you. What happened? Why did it happen? What was my role? What beliefs did my actions reflect? How should I act in the future?" (Jonson, 2002, p. 214). It might even be helpful to make headings with questions such as these and then see where the answers lead you. But while keeping a journal can be helpful for some, many people are not drawn to the activity. In the following case study, we meet a teacher who was not enthusiastic about journaling at first, but eventually found himself convinced of the benefits.

9.6 Continuing Professional Growth

While the first days on the job may seem all consuming at this point, it is still vital to take the long view. Considering future goals can, and should, be done now, although they may change as life progresses in different ways. Before reading further, take a few minutes to engage in the exercise provided in the following Professional Reflection feature, which asks you to think about your professional growth goals.

Professional Membership

Joining professional organizations as a way to support professional growth is suggested by virtually every advice-giving publication (e.g., Guillaume, 2004; Jonson, 2002; Wilke, 2003). For early educators, the National Association for the Education of Young Children (NAEYC) is the largest organization advocating for early care and education. Much smaller, but with an international focus, is the Organisation Mondiale pour l'Éducation Préscolaire, known in English as the "World Organization for Early Childhood Education," or "OMEP." Another organization you should be aware of is the Association for Childhood Education International (ACEI), which includes not only early childhood, but the elementary and middle school years as well. All three organizations sponsor local groups, although not in every city and state. Membership in any one includes subscription to a professional journal. These journals include research articles to keep readers up to date on the newest developments, research, and theories pertaining to childhood education. Also included are more informal articles that provide professionals with very practical tips for care and education. The organizations' websites are worth looking into as further sources of ideas and late-breaking information. See the end of this chapter for more information.

Commit yourself to joining at least one professional organization within the next year. Your own growth and that of the children you work with will benefit: "Being part of a professional group will assist you in keeping up on the latest information, ideas, and techniques [in early education] as well as in the field of education in general" (Wilke, 2003, p. 90). And there is one added benefit of joining while still a student: Membership fees are typically listed at a reduced rate.

Professional Conferences

Each of the organizations just listed, among many others, sponsors conferences, another source of potential professional growth. These conferences may be national, regional, or local. The following statement explains why attending them is such a good idea:

To keep abreast of the latest instructional research and to recharge yourself with new inspiration, attend every convention and conference you can. These professional meetings are one important way for beginning teachers to feel less isolated and more empowered. You may not agree with everything you hear or see, but you will expand your awareness. The intellectual stimulation will generate options that enable you to make informed choices. Efficacy, the confident feeling of success, results when you continue to learn. (Jonson, 2002, p. 217)

The typical model for such conferences includes plenary sessions for everyone to attend at one time; multiple and simultaneous breakout sessions, when people choose their favorites to attend; and specialized learning experiences that often occur for a day or two before the conference begins. Pre-conference meetings might also include sessions for related organizations. For example, OMEP's annual American meeting occurs just before the NAEYC annual national conference, thus making attendance at both conferences possible as well as economically feasible.

One of the extra benefits of attending conferences is that there is usually a commercial section in which sellers of educational materials and books set up booths. Not only are there plenty of things to buy, but there are also usually freebies, samples, drawings with teaching-related prizes, and knowledgeable people to talk to. National conferences, as you might expect, will have more booths and materials on hand than will smaller meetings. As you attend your first conferences, imagine yourself as a presenter. Afterward, consider what you are learning and what special knowledge you would like to share, and make plans for this next step in your professional growth. Each organization's publications and websites will let you know when proposals for presentations are due.

Continuing Education

People who grow professionally throughout their careers are committed to lifelong learning. To a great extent, continuing education is required for career advancement or even for keeping one's current job. Even without such requirements, however, a truly committed professional will endeavor to grow over a full lifetime.

In the long term, being effective teachers and caregivers demands continuing education, whether formal or personal and informal. Although lifelong learning can and should include experiences related directly to teaching, other endeavors will contribute to personal and professional growth as well. Paige, for example, learned empathy for her 5- and 6-year-olds by living and studying in Costa Rica. Carolyn, beginning her second master's degree, continues to pass on her parents' values by emphasizing to her two young daughters the importance of being curious about the world and learning everything they can.

Continuing education opportunities can be found in many different places. For those teaching in schools, there are often district-wide orientation days at the beginning of the school year in which information is shared about such topics as classroom management, new teaching methods, and testing expectations. For caregivers in centers, similar workshops may be provided, with sessions tailor-made for working with younger children. Various workshops may also be offered, even required, throughout the year as part of a school's, center's, or district's continuing education or in-service requirements. The topics may be chosen based on perceived current needs or on the special talents that a presenter brings. Typically, in-service experiences are paid for by the school, center, or district and often occur during regular contracted working hours, with teaching substitutes provided as necessary.

A more extensive investment of time and money is required by continuing one's education through enrolling in graduate school. Reasons for doing this might include a district or state requirement that teachers work toward an advanced degree, the necessity for post-graduation college credits to do better on the local pay scale, interest in professional advancement in administration or college-level teaching, a plan to make a move to a related career in an area such as counseling, or simply a teacher's desire to learn more and a belief that an advanced degree will be the best way to accomplish that.

The Teaching Portfolio

For professionals working with toddlers and older children, a teaching portfolio is a good way to keep a record of successful teaching experiences for later use, as well as a potential artifact for possible job interviews in the future. Portfolios, like journals, provide an opportunity to reflect on what has worked and what has not. Unlike journals, portfolios can contain actual materials from teaching experiences. Teachers working in a public school district might well be required to keep portfolios. Purposes for such a requirement might include the idea that portfolios provide a way to assess teachers' knowledge and skills, a resource for teaching ideas in coming years, and a framework for reflective discussion with principals and other assessors (Jonson, 2002). These same purposes, of course, are valid for anyone, whether the portfolio is required or not.

It is usually a good idea to keep two portfolios: one that is personal and formative, a work in progress; and one that takes the form of a professional, or presentation, portfolio. The second will emerge from the first and consist of materials that are ready for public view. This is the one that will be used during a job application process. Materials in the first portfolio can be eliminated over time or kept for nostalgia or as reminders of lessons learned.

What does a portfolio look like? In hard copy, it can take the form of a binder with any artifacts represented by photographs. It might be a handmade notebook with descriptions and documents, accompanied by artifacts in a box. Such artifacts will, necessarily, be small ones, with larger projects shared as photos. Some teachers cover every page in plastic for durability and elegance in presentation. Some directors and principals, however, dislike plastic covers, so it is a good idea to ask before investing time and money.

More common, perhaps, and certainly becoming more popular, is the e-portfolio. It will contain many, or most, of the same documents as a traditional portfolio, but they will have been scanned, recorded, and saved on a computer, all on one website or blog. There will typically be a title page that includes the applicant's photo and links to the portfolio's various sections. For elegance of presentation, the number of links should be kept fairly small, with each section well-constructed and straightforward. Creating an e-portfolio provides an opportunity to incorporate not only text, but graphic and video material as well. Important to both models is the need to ensure that permission has been given by those involved or their parents for the use of photos.

The list of what might go into a portfolio is a long one, but it is also a good idea to start small and expand over time. Keeping the portfolio up to date should be an ongoing activity. Suggestions for specific items to include are provided in Table 9.2, but keep in mind that what you ultimately decide to use will depend on the children's ages and on the primary purpose of the portfolio (e.g., assessment by employer, potential applications for a new job, personal reflection). Choices will also be made depending on length of time in your career, because some ideas on the list are for more experienced practitioners.