论文代写：老师的工作
教师作为资源提供者，他们与他们的同事分享他们的教学材料，如阅读，网站和书籍，以指导学生。教师与同事分享的资源，可以是单位计划，评估工具和文章等。教师可以作为教学专家，他们可以帮助他们的同事与有效的教学策略，实施和甚至策略为基础的课堂。这包括探索教学方法，在咨询与同事，这是有益的学校和学生（基姆，2006）。他们也作为课程专家通过他们更好地理解的标准选择的内容选择的指示，学生的各种组件连接起来，形成生产的主题和规划的评估格式，以确保在学校一致的课程实施。
教师在安定下来帮助新教师在学校的环境和提供建议的教学工具,在学校课程、实践和程序被跟踪。老师作为导师承担巨大的责任和专业知识和大量的时间在准备负责学生和其他老师(道林,2003)。老师也改变的催化剂,因为他们被视为有远见的人从不有限的现状,而他们总是找出更好的方法让学生明亮的未来,甚至使职业更有效率和有效的。教师作为改变代理商有信心用自己的作品和强烈承诺持续改进过程。他们不断提出问题自己生成有效的技术,它能使学生更好的学习过程。
论文代写：老师的工作
Teachers acts as resource providers as they share their instructional material with their colleagues such as readings, websites and books to instruct the students. The resources of teachers which they share with colleagues can be unit plans, assessment tools and articles etc. Teachers can act as instructional specialists with that they can help their colleagues with the effective teaching strategies for implementation and even strategies for research-based classrooms. This includes exploring instructional methodologies in consultation with the colleagues which are beneficial for the school and the students (Kim, 2006). They also act as curriculum specialist through their better understanding of the standards of the content chosen for instructions to students, linking of the various components together to form productive subject matter and planning an assessment format for ensuring the implementation of the consistent curriculum in the school.
Teachers help the new teachers in settling down in the environment of the school and provide them advice on the instructional tools, curriculum, practices and procedures being followed in the school. Teachers as mentors bear a great responsibility and expertise with great amount of time in preparing responsible students and fellow teachers (Dowling, 2003). Teachers are also catalysts for change as they are seen as visionaries who are never limited with status quo rather they always find out better ways for making the future of students bright and even making their profession more efficient and effective. Teachers as change agents are confident with their own works and are strongly committed for the continuous improvement process. They continuously pose questions on themselves for generating effective techniques that can make the learning process of students better.