The ABC’s of Professionalism

by Pamela A. Kramer

To develop a strong
sense of profession­
alism, a teacher must
focus on the critical
elements of attitude,
behavior, and
communication.

E very teacher must develop the

characteristics of a professional and
model professionalism every day. In
fact, among the standards of the Na­
tional Council for Accreditation of
Teacher Education (NCATE) is a re­
quirement that teacher candidates
demonstrate specific dispositions of
professionals (NCATE 2001). Bridges
(in Ben-Peretz 2001, 50) advised that,
aside from academic qualifications,
professional teachers must “act in an
ethical manner, based on an explicit
or implicit code of conduct.”

Pamela A. Kramer is Professor of

Education at East Stroudsburg Uni­
versity of Pennsylvania and Coordi­
nator of the Elementary Profes­
sional Development School
Program. She also serves as Coun­
selor of the Gamma Xi Chapter of
Kappa Delta Pi.

22 Kappa Delta Pi Record • Fall 2003

 What are the elements of pro­ educator. Bottom line: whining more professional is that they be­
fessionalism? This article catego­ about not being treated as a profes­ gin to take initiative, rather than
rizes some of the most critical ones sional just betrays the fact that you wait to be told what to do.
into three main categories: atti­ really aren’t one.” Every job and pro­ Lastly, effective teachers need
tude, behavior, and communica­ fession has its ups and downs, and a to commit themselves to being life­
tion. Addressing these areas can true professional focuses his or her long learners. Wong and Wong
help any teacher to develop a energy in a positive way. This calls for (1998, 294) described a profes­
stronger sense of professionalism. an attitude of assertiveness. When a sional as “someone who, without
teacher sees that something is not supervision or regulation; is a re­
Attitude working well, he or she needs to take sponsible person; has a continuing
Attitude is everything! A posi­ action and seek solutions. growth plan to achieve compe­
tive attitude is an essential compo­ Risk taking is another element tence; and strives continuously to
nent of professionalism (Hurst and of a professional attitude. Wong raise the level of each new group of
Reding 2000). and Wong (1998, 304) stated, students.” Hurst and Reding (2000)
Beginning at the simplest level, stressed the importance of profes­
teachers cannot let their personal sionals staying current in their field
lives interfere with their profes­ A professional of study.
sional attitude. Even when having
a bad day, a teacher still needs to
doesn’t view his or Behavior
maintain a positive attitude and her profession as Numerous behaviors are asso­
not take out a bad mood on the stu­ just a job, but ciated with professionalism. Wong
dents. A professional needs to push and Wong (1998, 293) stated, “A
away outside concerns or distrac­ rather sees it as a professional is defined not by the
tions and focus on the task at hand. calling that is all business a person is in but by the
No one would want a surgeon to let way that person does his or her
personal anger interfere with a
about caring for business.”
patient’s operation. Similarly, a children. Preparedness, one behavior
teacher shouldn’t let negative feel­ associated with professionalism, is
ings spill over to the students. an important focus in the current
One of the best things a “There can be no accomplishment standards movement. The NCATE
teacher can do is to love his or her without taking some risk.” A pro­ Standards require that “the teacher
students. It is so important for stu­ fessional should be willing to take candidate knows the subject mat­
dents to know that their teachers risks and try new things, and thus ter and can teach it effectively so
care for them. A professional avoid falling into a rut and becom­ students can learn” ( Wise and
doesn’t view his or her profession ing stagnant. Leibbrand 2001). The National
as just a job, but rather sees it as a An attitude of confidence is Board for Professional Teaching
calling that is all about caring for another key component of profes­ Standards (NBPTS) also includes a
children. The ability to make per­ sionalism. Lack of confidence can proposition that teachers should
sonal connections with students is lead to social errors and unprofes­ know the content and methodol­
an identifiable trait of a successful sional behavior (Hurst and Reding ogy of what they teach (Seifert
teacher (Pajak 2001). 2000). Teachers must know and 1999). Teachers need to be pre­
It’s easy to fall into the trap of trust themselves and their abilities. pared to teach the content of their
focusing on the negative. Yes, An attitude of initiative is also lessons, as well as be prepared with
teaching is a demanding profes­ an important element. Hurst and the proper materials and resources.
sion; but if teachers dwell on the Reding (2000, 47) emphasized, Hurst and Reding (2000, 45) re­
challenges, they could easily spend “Professionals set goals for them­ minded us, “Teachers need to be
all their time complaining. Lorenz selves and their students. They prepared every time they enter the
(2002, 327) urged that every know what they want to achieve.” classroom.” Many beginning
teacher “resist the pettiness of the One of the first signs that teachers underestimate how much
staff lounge and behave like a true preservice teachers are becoming time proper planning and prepara-

Kappa Delta Pi Record • Fall 2003 23

 tion entail. The sooner they under­ make wild fashion statements or to to do in the classroom is impera­
stand this, the better. dress in provocative ways.” tive for professional behavior.
Hurst and Reding (2000) iden­ Being able to discern the types Hurst and Reding (2000, 36) sug­
tified punctuality as another criti­ of topics that are appropriate for gested, “It is important for teach­
cal behavior associated with pro­ conversation is an important qual­ ers to recognize their role in this
fessionalism. Tardiness does not go ity of professional behavior. Hurst chain of command. . . . An aspect
over well in the school setting. Chil­ and Reding (2000) recommended of being a professional is the abil­
dren cannot be left unsupervised. that teachers avoid responding to ity to be a follower as well as a
Therefore, it is critical that teach­ inappropriate questions and ones leader.” This is especially impor­
ers arrive on time, whether it is for that are too personal. In conversa­ tant for the preservice teacher who
the start of the school day or for tion, they also should avoid inter­ is not an employee of the school
picking up the students from a spe­ rupting others and should think district. Yet, at the same time, edu­
cial class. before they speak. cators should be prepared to take
Professionals, metaphorically,
live in glass houses; they are under
constant scrutiny and are held to
the highest moral and ethical stan­
dards. Teachers, expected to be role
models for their students, must
carefully examine how their behav­
ior, both in and out of the class­
room, might make an impression
on others. A teacher’s actions and
influence as a role model can either
help or harm others. Just the hint
of any impropriety can both ruin a
teacher’s reputation and leave stu­
dents disappointed and confused.
Like it or not, people are often
judged by their appearance. A pro­
fessional is expected to dress in a
respectable manner. Wong and
Wong (1998, 51) caution, “You will
be treated as you are dressed.” The NBPTS identified respect, a stand for what is right. Teachers
While the level of formality has de­ the act of displaying a high regard are encouraged—through the
clined in many professions, many for students, as one of the 13 Di­ practices of research, reflection,
types of clothing still are consid­ mensions of Teaching Expertise and sharing with others—to help
ered inappropriate in professional (Helms 2001). Hurst and Reding bring about needed changes.
settings. Clothes that are too pro­ (2000) also cited respect, as well as
vocative, casual, or sloppy are in­ courtesy, as key components of Communication
appropriate. Body piercings, tat­ professionalism. A professional re­ Numerous facets of communi­
toos, and other bold fashions are spects all others, even when that cation impact professionalism.
often looked upon unfavorably. respect is not returned. As a role Among these are collaboration, co­
Teachers are encouraged to err on model for appropriate behavior, a operation, support and encourage­
the side of formality, rather than to teacher always must show respect ment, and participation in learning
dress in casual or contemporary to colleagues, parents, and stu­ communities, as well as basic mod­
fashion. Hurst and Reding (2000, dents. A professional treats every­ eling of proper language usage.
13) advised, “A teacher should look one with dignity. The NBPTS identified collabo­
like the teacher, not one of the stu­ Knowing the boundaries in ration as one of the core proposi­
dents. School is not the place to terms of what teachers are allowed tions of accomplished teaching

24 Kappa Delta Pi Record • Fall 2003

(Helms 2001). That organization National Science Teachers Associa­ propriate role models for students.
further cited the imperative for tion), and student versions of
teachers to be members of learn­ teacher union groups—provide ve­ Closing Thoughts
ing communities where they work hicles for developing professional Seifert (1999, 95) offered that
collaboratively with professionals, skills and expertise. Most of these “becoming truly professional is a
parents, and the community. Hurst organizations offer educational lifelong challenge,” and he also
and Reding (2000, 26) stated, opportunities through confer­ stated:
“Building good, strong relation­ ences, workshops, and publica­ Professionalism is a pro­
ships is part of being a profes­ tions. Additionally, these organiza­ cess more than an outcome—
sional.” Teachers no longer can go tions often are the breeding a way of encountering new
into their classrooms, shut the grounds for future educational students and new classroom
door, and do their own thing. The leaders. Wong and Wong (1998) en­ problems and of finding
changing nature of schools calls for couraged teachers to have a sup­ meaning and solutions to
teachers to collaborate with others port group where they can learn them as you grow. It is not a
and work effectively as a team to­ from outstanding teachers and “thing” acquired or worn like
ward common goals. Collaboration a piece of clothing; at no time
is essential for meeting the needs will you have become profes­
of all of students. sional once and for all.
Hurst and Reding (2000) main­ As a role model The ideas presented here
tained that professionals support should help acquaint preservice
and encourage their colleagues.
for appropriate and new teachers with the charac­
The students at East Stroudsburg behavior, a teacher teristics of professionalism. They
University of Pennsylvania partici­ always must show also serve as good reminders to ev­
pate in Professional Development ery educator regarding the level of
Schools in cohorts. That program’s respect to professionalism that is expected of
leaders work to create a sense of colleagues, all teachers. Educators play a sig­
community and bonding that will nificant role in enhancing the
parents, and
carry over to the participants’ field­ professionalism of the teaching
work. Teaching is hard work, and a students. field by demonstrating these
little encouragement goes a long characteristics in their own pro­
way. It is important for teachers to fessional lives.
edify and support one another, to
have opportunities to share their References
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teacher educators in a changing world.
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Helms, R. G. 2001. NBPTS: The highest form of
operation rather than competition. connect with new sources of infor­ certification. Kappa Delta Pi Record 38(1):
20–23.
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in teaching. Upper Saddle River, N.J.:
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Lorenz, S. 2000. Professional whining. Phi Delta
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Pajak, E. 2001. Clinical supervision in a
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Kappa Delta Pi Record • Fall 2003 25