Becoming a Teacher cp 2 – Flashcards
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Pre-- K education Page 45
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Who are today's teachers? also early childhood education. birth - 8. Child development shaping children's view of themselves and the world. influences success in school work and personal lives. Focus on learning through play and interactive activities furthering language and vocabulary development. ex; Storytelling rhyming games and play acting Improving social skills through cooperation with other children. Introducing scientific and math concepts such as counting mixing colors. Less structured approach them with older children. Small group lessons, one on one instruction, and learning through creative activities such as our dance and music. Playing hands-on activities are also used by kindergarten teachers however academic learning becomes more important in kindergarten.
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Kindergarten
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Page 45 Kindergarten teaching play and hands-on activities are used by kindergarten teachers, however academic learning becomes more important. Letter recognition, phonics, numbers, and basic understanding of nature and science are introduced in kindergarten.
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Elementary teachers Page 45
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Introduce children to mathematics, language, science, and social studies. Through games, music, art, films, books, computers, and other tools to teach basic skills. Right daily lesson plans based on requirements. Record student attendance. Assign homework, grade papers, record grades. Evaluate progress, write reports for parents. Monitor behavior or social problems disciplinary actions. Supervise activities outside classroom. May teach subjects including art or music. Multi age or multi grade classrooms. An increasing number of teachers teach a classroom with students from different grade levels.
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Middle school teachers page 47
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Most specialize in a specific subject and teach several classes a day and that subject area. Some may teach self-contained classrooms of all subjects with one group. Focus on understanding The varying array of developmental needs of middle school students. And providing developmentally appropriate learning activities.
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High school teachers page 47
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Most teach for five courses in a single content area.
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Non-traditional school settings page 48
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Private school teachers Charter school teachers Alternative school teachers Magnet school teachers
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Private school teachers page 48
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May have smaller class sizes more control over curriculum and standards for performance and discipline. Students have better motivation selective admissions processes but may earn less than public-school teachers. Many are operated by religious groups.
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Charter school teachers page 48
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First charter school Minnesota 1992. Often founded by teachers. Must document student mastery of predetermined outcomes to be approved. Freedom from many public school regulations. Must account to a board for positive academic results. Must adhere to their charter contract. California enrolls the most students and charter schools 364,000. Charter schools will continue to expand. Eligible for funding under Obama's blueprint for reform.Face questions about meeting the needs of under achieving students. Charter schools face criticism for not teaching disruptive and unmotivated students.
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Alternative school teachers page 49
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Goal to educate all students. Reduce problems with violence, weapons, and drugs in schools. No commonly accepted definition. Typically small and individualized separate from regular school. 64% of public school districts have at least one. Service at risk students. Low-grade's, truancy, disruptive, suspension, pregnancy. Small class size, freedom to be creative in meetings didn't need. Teachers find work very satisfying.
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Magnet school teachers page 49
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Magnet school offers curriculum focused on a specific area such as performing arts, math, science. Draw students from a larger area the neighborhood, used to promote voluntary desegregation. Teachers may have greater autonomy, influence on school policy, and professional development than a traditional schools.
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Tere Pujol-burns
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Magnet school teacher page 49 lead teacher of international studies magnet program developed change for change program.
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Change for change program
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page 49 magnet schools.
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Specialized areas teaching
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Page 50 Art, music, vocational education, physical education, special-education teacher of English language learner.
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Art teachers page 50
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May travel from school to school. More than others may be in an insecure position. When schools face budget cutbacks or need to focus on high-stakes testing.
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Music teachers page 50
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See also art teachers problems.
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Vocational education teachers page 50
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Votech healthcare, business, auto repair, communications, technology. Typically middle school and high school level. Courses in high demand by area employers. May precure internships for students. Prepare students for real world.
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Physical education teachers page 50
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Students may range from elementary age through high school. Also teach health coach one or more sports or drivers education. Promote development of physical abilities. Transition away from highly competitive sports which lowered self-esteem. Today focus on activities meeting the needs of all students.
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Special ed teachers
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Page 51 work with disabled. From preschool, kindergarten, elementary, middle school, high school. Most in public and private educational institutions. May specialize in specific disabilities. Must develop IEP's for students. Work in collaboration with other teachers, parents social workers psychologists. Trained to use advanced educational technologies. May work in regular classrooms to help teachers adapt curriculum to meet needs of disabled student. Coordinate work of others to meet needs of a student. Job involves communicating and coordinating on behalf of the child's well-being. Work in a variety of settings from private classroom to general education classroom May use response to intervention model to ensure students are responsive to instruction. If intervention is not working students receive increasingly intensive services.
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Response to intervention model RTI page 51
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often used by special-education teachers to monitor progress to ensure students are responsive to instruction they receive in the classroom. If students do not make adequate academic process they may receive an increasingly intensive instructional services.
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Individualized education program IEP page 51
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Often developed by special education teachers working with disabled students.
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English language learners teaching
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Page 52 many teachers with and without special training teach students whose first language is not English. About 21.8% of children five through 14 speak native language other than English at home. Most English-language learners are eager to learn. Teaching them can be very rewarding.
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What Teachers do in the classroom, 52
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Responsibilities go beyond actual teaching in the classroom today. Is significant portion of teachers work is mental and involves problem-solving in response to unforeseen events. Teaching is a creative act. Role model for students page 53 Model of cross cultural competence page 54 Spontaneous problem solver page 54 Reflective thinker page 54 Relationships among teacher behavior student behavior and student achievement are reciprocal what teachers do is influenced not only by thought process but also student behavior and achievement this contributes to the uniqueness of the teaching experience.
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Philip JACKSON page 53
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The way teaching is Teaching is fleeting and ephemeral because of the fragile quality of the psychological condition that is created by the teacher.
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Role model for students, teacher as page 53
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Develops positive relationship with students. Teachers must learn about backgrounds and experiences. Use knowledge to make decisions about curriculum, teaching method, class management, assessment. See also George Watson being an agent of change page 55 Model attitudes toward subject they teach and show students learning is lifelong process. Elementary level teachers are idolized High school level teachers can inspire admiration if they model positive attitudes and behaviors.
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Effective teachers page 53
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Understand their role models for students, spontaneous problem solver's, and reflective thinkers.
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Lincoln Johnson page 54
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Strong positive role model for students. Listening to urban kids school reform and the teachers they want page 53
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Student expectations page 53
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Teachers who believe in them. Teachers who are patient, willing to except problems. Relates as well as teaches, gets involved. Advises.
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George Watson 55, 54
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Being an agent of change.role of teachers. Developing a global issues program to bring together variety of high school courses organized around an international theme. Developing appreciation for diverse culture and ability to communicate cross culturally. Models a love of learning and importance of cross cultural competence.
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Spontaneous problem solver 54
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Teachers must build a cohesive positive climate for learning. Face-to-face interactions do not allow time for reflection. Teachers must be able to think on your feet respond appropriately to complex situations be flexible ready to deal with the unexpected. Requires thinking on two levels at all times. One responding appropriately to student monitor comprehension and confusion for Milly next question or comment and remain alert for misbehavior. Level twoensure even distribution of participation, evaluate content and quality of student contribution, keep discussion focused and moving, emphasize major content. Teacher is responsible for forward movement of group at all times. The immediacy of classroom events.
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Thinking on two levels 54
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One responding appropriately to student monitor comprehension and confusion for Milly next question or comment and remain alert for misbehavior. Level twoensure even distribution of participation, evaluate content and quality of student contribution, keep discussion focused and moving, emphasize major content. Teacher is responsible for forward movement of group at all times. The immediacy of classroom events.
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Reflective thinker 54
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Develop capacity to listen and convey authentic concern for student learning.
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Teachers thought processes 55
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One reason it is difficult to describe teaching is that this important domain of teaching cannot be observed directly. Influences on thought process see page 56. Includes teacher theories and beliefs about students and how they learn. Can be constrained by physical setting of classroom curriculum principal or community. More.
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Complexity of teaching 55
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Relationships among teacher behavior student behavior and soon achievement are reciprocal. What teachers do is influenced not only by thought processes before during and after but also student behavior and student achievement.
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Reflection page 55
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Teachers frequently comment on how reflection helps them succeed in the classroom. Particularly identifying changes that need to be made in classroom practice.
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Nicholas Provenzano 55
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Reflection helps identify change that needs to be made in class from practice. Professionalism requires an ability to reflect on one's experience in the classroom
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Knowledge and skills needed 57
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Self-knowledge Knowledge of students 58 Knowledge of subject 58 How to use educational theory and research 58 How to integrate technology into teaching 59 Reflection and problem-solving 59
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Self-knowledge 57
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Connection between self knowledge and the ability to promote student learning. A teachers self understanding and self acceptance help students know and except themselves. One of six kinds of knowledge ; skills needed to teach.
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Knowledge of students 58
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One of six kinds of knowledge ; skills needed to teach. Student characteristics including aptitude, talent, learning style, stage of development, readiness to learn new material include the essential knowledge u must have. This includes learning about today's diverse school population.
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Knowledge of subject 58
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One of six kinds of knowledge & skills needed to teach.Knowledge of the subject does not translate into an understanding of how to teach that information to students. Some subject matter expert's such as Mary ironically become those who can do but who cannot teach because of their inability to recall how they learned and the processes they used to become expert. Advanced teachers possess pedagogical content knowledge - understanding that includes wisdom about teaching learning students and content. Knowledge of the most appropriate ways to present the subject matter to students through analogies metaphors experiments demonstrations and illustrations.
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Educational theory and research use of 58
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One of six kinds of knowledge ; skills needed to teach. Theorys about learners and learning guide decision-making as a teacher. No that a strategy works and why. Provide options for problem-solving. Ultimate goal as a professional is to learn how to apply theoretical knowledge to the practical problems of teaching. Siri provides rules of thumb not precise methods. Teachers craft knowledge should be coupled with educational research theory.
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Integrating technology into teaching 59
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One of six kinds of knowledge ; skills needed to teach. Conducting class demonstrations augmented with multi media, using presentation graphics to address very learning styles, designing lessons that require students to use technology as a tool for inquiry should be second nature.
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Problem-solving orientation 59
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One of six kinds of knowledge ; skills needed to teach. figure 2.3
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Pedagogical content knowledge 58
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understanding that includes wisdom about teaching learning students and content. Knowledge of the most appropriate ways to present the subject matter to students through analogies metaphors experiments demonstrations and illustrations.
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Teachers craft knowledge 59
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Developed by teachers in response to specific problems of practice. Many people believe that a knowledgebase for teaching should consist of not only research-based knowledge but also what teachers themselves know about teaching.
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Professional teacher 59
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Possesses essential knowledge, reflection problem-solving skills, and essential skills. Central knowledge consists of knowledge of educational theory and research, knowledge of subject matter, of self and students, of how to integrate technology into teaching. Essential skills include teaching skills and techniques as well as interpersonal skills. Reflection and problem-solving enable you to determine how to use knowledge of self and students knowledge of subject matter knowledge of educational theory and research and knowledge of how to integrate technology into teaching to create optimum conditions for student learning.
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Essential knowledge of the professional teacher 59
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Central knowledge consists of knowledge of educational theory and research, knowledge of subject matter, of self and students, of how to integrate technology into teaching.
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Essential skills of the professional teacher 59
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Essential skills include teaching skills and techniques as well as interpersonal skills.
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Reflection and problem-solving 60
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Reflection and problem-solving enable you to determine how to use knowledge of self and students knowledge of subject matter knowledge of educational theory and research and knowledge of how to integrate technology into teaching to create optimum conditions for student learning.
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Professionals /profession 61
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Possess a high degree of specialized theoretical knowledge along with methods and techniques for applying this knowledge and day-to-day work. They are united by a high degree of in group solidarity stemming from their common training and common adherence to certain doctrines and methods.for additional characteristics of occupationsthat are highly professionalized see page 61
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E portfolio 60
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An electronic collection of work that highlights the process a student in gaged in and the stages the work went through before becoming a finished product. Students use text audio visuals and web links to describe what they have done. Primarily used to document student work.
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Profession, criteria of a full 61
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1.Monopoly of the central knowledge and services. 2.High degree of autonomy under which they perform responsibly and are dedicated to providing a service. 3. lengthy period of education and a link the induction. 4. performing a central service that emphasizes intellectual. 5. control over governance, socialization, and research connected with occupation. 6. Numbers form locational associations control admissions to profession educational standards, examinations and licensing, career development, standards, discipline. 7. Hold knowledge and skills unavailable to others. 8. High-level public trust. 9. High-level of prestige and financial reward.
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Institutional monopoly of services 62
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Criteria of a profession. In teaching profession is undermined by emergency certification, varying requirements for certification in nonpublic schools, out of field teaching, high degree of teachingdone by people who are not teachers.
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Emergency certification 62
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Used to approve temporary measures to deal with teacher shortages.highly resisted by professional teacher organizations.
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Teacher autonomy 62
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Considerable. Some constraints include the need to except all clients, must teach what state and local officials dictate, subject to a high-level of public scrutiny than other professions because public pays for services. Trend is long term toward establishing greater autonomy.
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Education and training
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Not as long as other professions. Bachelors level requires only 15% devoted to professional courses. Some five-year teacher education programs but recommendation is for teacher education at the graduate level. This will enhance professional status of teaching. Teaching in duction is often short informal and until recently has been minimal. Veteran teachers are beginning to help more with professional identification, contributions to school learning community, and assuming leadership responsibility 63. US Department of education has suggested a multistage career ladder for teaching see page 63 chart.
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Career ladder for teachers 63
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Resident teacher, beginning teacher, professional teacher and more see chart
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Essential service 64
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Sometimes necessary to remind the public of the need. Opportunity to be the spark that stimulates children to learn and grow can give teachers a sense of meaning and fulfillment not available in other professions.
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A nation at risk 64
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1980s report link to the strength of our country to the quality of schools.
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Education nation summit 64
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2013 NBC news summit stressed the connection between education and America's future and the need to provide information to Americans so they can make decisions about how to best improve our education system near and long-term
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Self governance 64
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.Empowerment boosts Moral. Limited freedom of teachers to govern themselves has detracted from status of the profession. Licensing guidelines often set by state. Often by non-teachers. Teachers often have little say over what, when, whom and how they teach Hiring process is one area where teachers are starting to have a greater influence. See page 65 chart.
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Professional knowledge and skills 65
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Professionals are granted status because of the knowledge and skills they hold unavailable to general public. Requirements for teaching or less per Syse however. The lack of agreement as to what knowledge and skills necessary to teach. National board for professional teaching standards certification is one way to demonstrate.
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National board for professional teaching standards 65
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Has made significant progress toward clarifying the knowledgebase for teaching and it Hanson the status of the profession. Offers board certification to teachers who possess a high level of nBPTS identified knowledge and skills. Demonstrated mastery of rigorous standards through intensive study, self-assessment, peer review, a valuation by experts. About 100,000 individuals
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Professional associations for teaching 66
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More than 500 national teacher organizations exist today to support activities to improve teaching and schools. Lobbying efforts acquaint politicians with the critical issues in the teaching profession, associations produce professional publications, hold conferences, prepare grant proposals, engage in school improvement activities to promote a positive image of teaching to the public. National education Association, NEA and the American Federation of teachers, AFT have led quest to improve professional lives of teachers. But national teacher organizations have not progressed as far as other professions in gaining control of career issues. Phi Delta Kappa- 70 35k members international honorary fraternity of educators concerned with enhancing quality education through research & leadership. High academic achievement is bar for membership. ASCD- 70 teachers, supervisors, curriculum coordinators, ed pros,administrators, and others interested in school improvement at all levels. 170,000 members. Offers professional development experiences Informs on issues Encourages research Associations for specific subject area teachers:
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National education Association NEA 68
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Oldest and largest (almost double the size of aFT)professional teaching organization.about two thirds of the country's teachers are members. Has many standing committees. Has gone on the record as supporting a federal statute that would set up uniform procedures for teachers to bargain with employers. Focuses on issues of concern to teachers primarily in the area of professional governance. Making efforts to broaden teachers decision-making powers related to curriculum extracurricular development supervision. opposed AFT methods of collective bargaining ; strikes up to 1990's
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American Federation of teachers 68
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Professional teaching organization affiliated with organized labor AFL - CIO. - Focused on doing rather than issuing reports. - Has secured economic gains and improved working conditions for teachers from its outset. - teachers should be able to speak for themselves so membership open only to teachers and non-supervisory school personnel. -- Active in organizing, bargain collectively, fostering public relations, developing policies related to education. - Conducts research in areas like educational reform, bilingual education, teacher certification, evaluation Criticized for being unprofessional and too concerned with economic issues. Has been strongest in urban areas traditionally. Join for collective bargaining & political power
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NeAFT Partnership 69
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2001 partnership formed between NEA & AFT GOALS: 1.Building relationships: involve organization interests in jointly advocating political agenda 2. Making collaboration work:promote welfare of all 3. demonstrating visibility:unite strength to improve institutions. attempt to aligned interests of two national teaching organizations into one to leverage combined political strength rather than competing. Differences prevented up until 1990's 1998 conceptual agreement to merge announced driven by "assault" on public schools of vouchers, charters ; other approaches to privatization. both opposed No Child Left Behind's AYP requirement as flawed. did not credit schools that made progress w/out reaching standards Developing Alternatives to high-stakes test programs which they view as useful but should not be the only tool in evaluating a school & students. In some states organizations are fully merged - not others. Not in CA yet
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Phi Delta Kappa
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Professional organization 70 35k members international honorary fraternity of educators concerned with enhancing quality education through research & leadership. High academic achievement is bar for membership. Join for international, high achievers, improving education
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ASCD 70
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ASCD- teachers, supervisors, curriculum coordinators, ed pros,administrators, and others interested in school improvement at all levels. 170,000 members. Offers professional development experiences Informs on issues Encourages research Join for research & training
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Leadership, teacher
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70 Professionalization of teaching
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Professionalization of teaching
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70 slowly taking place in america. National board certification state-sponsored networks shared decision making peer review teacher-mentor programs growing influence of teacher researchers all are providing unprecedented opportunities for teacher leadership beyond classrooms Developing greater political influence Acquiring higher status "time for sweeping changes to education" "time is ripe for teachers to reclaim our ideas and change our profession"
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respect project
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70 Bleuprint for recognizing educational success, professional excellence and collaborative teaching U.S. dept of ed identified shared leadership as key element transforming teaching including : identify challenges propose solutions, share leadership & decision making, including hiring, structuring school day and school year, and designing professional learning.
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changes in teaching
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70 school administration is becoming more collaborative and participatory. Shared leadership: including : identify challenges propose solutions, share leadership & decision making, including hiring, structuring school day and school year, and designing professional learning. Professionalization of teaching Developing greater political influence Acquiring higher status see also transforming teaching and respect project
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transforming teaching
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71 teachers given more leadership opportunities 2012 teacher ideas to transform profession were discussed by national professional organizations woho identified seven critical components for transforming teaching based on teacher input. 1. A culture of shared responsibility & leadership 2. Top talent, prepared for success 3. Continuous growth & professional development 4. effective teachers & principals 5. professional career continue w/ competitive compensation 6. Conditions for successful teaching & learning &. Engaged communities
