R

RR
The Three Rs of
PROFESSIONALISM
When teachers commit to three key values,
professionalism improves.

Consider the following brief descriptions of teachers. Jim

comes unprepared to a parent conference. Alicia brags
about her ability to “stump” students with test items.
Catherine marks her college graduation by celebrating
the termination of reading professional journals. Marcus
regularly leaves his school campus to run errands during
his “prep” period. In the teacher’s lounge, Melissa often
shares detailed information about specific students that
others do not need to know. What do these teachers have
by Patricia H. Phelps

help future and current teachers gain and pursue this

critical attribute.
The meaning of professionalism is frequently
noticed in the context of its absence. For instance, when
an individual behaves in an unprofessional manner,
observers may subsequently reflect upon the meaning
of professionalism. Though Sizer and Sizer (1999, 15)
called professionalism “ill-defined,” seeking a definition
is essential. As defined by Swisher and Page (2005, 2),
in common? Most would characterize their behaviors as professionalism refers to “the internalized beliefs . . .
“unprofessional”—a label that is certainly not desired in regarding professional obligations, attributes, interactions,
education or in any field. To be considered professional, attitudes, values, and role behaviors.” Thus, helping
teachers must understand better the meaning and
indicators of professionalism. Patricia H. Phelps is a Professor and Interim Department
In my 20 years of experience as a teacher educator, Chair in the College of Education at the University of Central
I have found developing professionalism to be the most Arkansas, where she also provides faculty development activi-
challenging aspect of preparing new teachers. When ties. She prepares middle and secondary level teachers in the
problems exist in the area of professionalism, teacher areas of curriculum and instruction. She is a member of the Pi
candidates often do not recognize them. A closer look at Beta Chapter of Kappa Delta Pi and former Academic Editor of
the meaning and manifestations of professionalism may this journal.

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 teachers acquire these beliefs is an important part of the help students achieve. Asking themselves whether their
socialization process. Because negative images of teaching actions will help students to learn, these teachers will, in
portrayed in movies and television can impact these turn, exhibit more professionalism. Efficacious teachers
beliefs, colleagues should assist beginning teachers by tap their own resources to impact student learning.
portraying and reinforcing positive behaviors. They continue to find alternatives in the best interest of
Professionalism is measured by the best and the students, and they are willing to take responsibility for
highest standards. When teachers use excellence as a students’ learning.
critical criterion for judging their actions and attitudes, In a recent field setting where I supervised a tutoring
their professionalism is enhanced. Three primary program, a preservice teacher was having difficulty
indicators constitute the meaning of professionalism: getting a middle school student to do homework. Once
responsibility, respect, and risk taking. When teachers she discovered that his interests were music and math,
are committed to these three values, their behaviors will she developed a newspaper activity for this student
reveal greater professionalism. to create a job description and predict the finances
of a musician. Rather than giving up or becoming
Responsibility discouraged, the teacher candidate looked for another
Professionalism means that teachers fully accept the avenue to reach the student. Professional teachers stay
challenges of teaching (Phelps 2003). Danielson (1996) focused on their primary goal, which is to promote
presented a well-known framework of teaching practice student learning. If this standard is used as the most
that encompasses teaching’s complex dimensions via four significant gauge, then decisions and behaviors more
major components. By not endorsing a single teaching readily will reflect professionalism.
approach or style, Danielson’s (1996) model preserves Guided by responsibility, teachers will hold the
the autonomy of teachers and respects their individual belief that they have an obligation to students, students’
judgment. One of the model’s components (Domain 4) families, colleagues, and the school as a whole. The more
is “Professional Responsibilities.” These responsibilities committed teachers are to the value of responsibility,
include duties beyond the classroom, such as keeping the more professionalism they will exhibit. Teachers who
accurate records, communicating with families, and value responsibility, for example, are prepared for parent
participating in school activities—all basic requirements conferences. They do not bluff. While the conditions
of fulfilling the teaching role. By executing such vital role in schools sometimes may force teachers to engage in
activities effectively, teachers demonstrate responsibility bluffing (i.e., “misleading others by means of an artful
that shows professionalism (Danielson 1996, component demeanor” [Sizer and Sizer 1999, 43]), standards of
4f). professionalism suggest that teachers search for ways to
Teachers who assume responsibility for student overcome the need to bluff, or at least to admit honestly
learning have a sense of efficacy, a critical component they are doing so, and to work for change in the system
of professionalism (Coberly and Cosgrove 2002). At a that reinforces such bluffing behavior.
luncheon I recently attended, one participant stated, “I
don’t want to be responsible for someone else’s learning.” Respect
Fortunately, this individual had already left teaching; Teachers who show professionalism are committed to
she definitely lacked efficacy. Teachers with a high sense using respect as a touchstone for their actions. They
of efficacy believe that they can make a difference in model integrity, or wholeness (Palmer 1998), and present
students’ lives. However, such teachers do not merely an authentic self to students while they acknowledge
hold this belief—they act upon it. They continue to seek that vulnerability is a part of teaching. In addition, they
new strategies and alternatives. Persistence is apparent keep in mind that “the students are watching” (Sizer and
in efficacious teachers as they constantly search for what Sizer 1999) as they capitalize on the power of modeling.
works (Haberman 1995). This search can take place To show respect, teachers’ behaviors must be congruent
through personal reflecting, interacting with teaching with their values. For example, if honesty is imperative
colleagues, reading professional journals, or engaging in for students to exhibit, then that same value should be
other professional development activities. Innovative and evident in teachers’ actions. Respect is inherent in striving
creative teachers who assume responsibility for student for congruency.
learning are willing to try different strategies. Teachers who use respect as a behavioral norm
Teachers whose sense of efficacy is strong do not desire to serve students actively. Such an attitude of
blame external circumstances when students do not learn, service translates into being available to meet with
but instead take a proactive approach by seeking ways to students and their families, seeking additional resources

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to help students, and challenging obstacles that students Raising difficult questions also supports what Sizer and
confront in schools—particularly those who have Sizer (1999) labeled as grappling, or struggling with
traditionally been underserved (e.g., students from low intellectually challenging situations and content. If this
socioeconomic groups and students who perform below behavior is desired among students, then teachers also
grade-level academic standards). must show it.
Fulfilling this service aspect of professionalism Another manifestation of professionalism through
requires teachers to act as advocates for students and to risk taking is a commitment to continuous learning
exhibit altruism. Rather than basing their actions upon (Phelps 2003). Learning something new is taking a
self-serving interests (e.g., running errands vs. preparing risk per se. Teachers who see themselves as learners
lessons), professional teachers are student-serving first and who are willing to take risks for the sake of better
and foremost. This does not mean that teachers neglect student learning make a greater impact upon students
their own needs. However, in making instructional (Barth 2004). Examples of ongoing learning practices
decisions, the needs of students should take priority if are staying current by reading professional literature
professionalism is to prevail. Colleagues can help new and refusing to use the same lesson plan from five
teachers find a balance between duty and devotion. To years ago. Moreover, one thought-provoking question
demonstrate greater professionalism, teachers should for teachers to consider regularly is: “How much are
focus upon meeting their students’ needs, because they you prepared to risk of what is familiar, comfortable,
ought to and because they want to do so. safe, and perhaps working well for you, in the name
As an important emotional dimension in teaching, of better education for others?” (Barth 2004, 186).
caring reflects respect and influences teachers’ Teachers who honestly face this question will make
professionalism. When caring forms the basis of changes in their practice as necessary, be committed
teachers’ decisions and actions, then not only will to service, and become teacher leaders. The result will
students be better served, but also their best interests be greater professionalism among teachers.
will assume top priority (Noddings 1992). Caring
teachers are able to empathize with students and Closing Thoughts
colleagues. Teachers who are able to place themselves To increase professionalism among teachers, practitioners
in the situations faced by others will act in ways that must embrace responsibility, demonstrate respect,
are perceived as caring and professional. and practice risk taking. Teachers must recognize that
Respect can be conveyed particularly in the professionalism is determined by the beliefs and values
manner that teachers speak. Keller (1999) described that they have internalized. Engaging in reflection and
two different types of teacher lounge talk—caring vs. dialogue provides a way for teachers to discover the
toxic. Conversations that are focused on improving extent of their own professionalism or lack thereof. As
situations and concerned with helping students are teachers endeavor to respond with respect, assume
respectful and caring. Professionalism is thus mirrored responsibility, and engage in risk taking, their individual
in teacher talk that seeks solutions. Communicating professionalism will improve; fewer acts of unprofessional
respectfully about students, to students, as well as behavior will then occur. The three Rs of responsibility,
with and about colleagues, indicates a high degree of respect, and risk taking help teachers to understand
professionalism. professionalism better so that they can manifest it more
frequently.
Risk Taking
If, as Smith (1990, 216) indicated, “the essence of References
Barth, R. S. 2004. Learning by heart. San Francisco: Jossey-Bass.
teaching is taking chances,” then risk taking is an Coberly, P., and M. Cosgrove. 2002. Standards for dispositions and efficacy in pre-
service teachers. Paper presented at the annual conference of the Southeastern
important indicator of professionalism. Teachers who are Regional Association of Teacher Educators, October 30–November 2, Hot
Springs, AR.
committed to risk taking are not afraid to pose difficult Danielson, C. 1996. Enhancing professional practice: A framework for teaching. Alexan-
questions or take unpopular stands. For example, rather dria, VA: Association for Supervision and Curriculum Development.
Haberman, M. 1995. Star teachers of children in poverty. West Lafayette, IN: Kappa
than accept the status quo, professionalism means that Delta Pi.
Keller, J. D. 1999. Deciphering teacher lounge talk. Phi Delta Kappan 81(4): 328–29.
teachers raise difficult questions. Why do we fragment Noddings, N. 1992. The challenge to care in schools: An alternate approach. New York:
Teachers College Press.
learning with a bell schedule? How could our school Palmer, P. J. 1998. The courage to teach: Exploring the inner landscape of a teacher’s
life. San Francisco: Jossey-Bass.
more effectively assess student learning? Why do we Phelps, P. H. 2003. Teacher professionalism. Kappa Delta Pi Record 40(1): 10–11.
Sizer, T. R., and N. F. Sizer. 1999. The students are watching: Schools and the moral
continue to do what is not working? Questions such contract. Boston: Beacon Press.
Smith, P. 1990. Killing the spirit: Higher education in America. New York: Viking.
as these invite administrators and other teachers to Swisher, L. L., and C. G. Page. 2005. Professionalism in physical therapy. St. Louis,
examine the causes of challenges faced by their schools. MO: Elsevier Saunders.

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