ED 300 Module 1

Primary reasons to teach:

• desire to make a difference in the lives of students

• Passion for teaching

• Influence

Teachers often teach because of the following:

• passion of subject

• passion for the teaching life

• passion for the teaching-learning process

Positive relationships with previous teachers may have
influenced the:

desire to teach

Teaching is chosen out of:

• a desire to serve others

• Wanting life’s work to have meaning

• Influenced by experience volunteering in educational
  settings

• Desire to give something back to society

Practical Benefits of Teaching:

– Hours and vacations
– Flexibility
– “Mini vacations” year round
– Salaries are increasing
– Fringe benefits

1999-2000 the national teaching salary average was:

$41,807

2018 the national teaching salary average was:

$60,483

Fringe Benefits:

– Medical insurance
– Retirement

What are the Challenges of Teaching:

• Long working hours
• High stakes testing and increased accountability
• Elementary and Secondary Education Act (ESEA)
– 2002: NCLB
– 2015: ESSA
• Today’s tech-savvy Students

What Will Society Expect of Me as a
Teacher?

• The public trust

• Teacher competency and effectiveness

• Teacher accountability

Public has:

confidence in schools

Teacher competency means teachers must:

help all learners succeed and stay informed of exemplary practices

Teacher accountability means a teacher must:

– Create a safe and effective learning environment
– Equalize educational opportunity
– Promote social justice
– Maintain high professional standards

Job Outlook employment expected to increase 8% by:

2023

Outlook best for teachers in high-demand fields such as:

STEM, Special Education

Demand:

Teachers of Color; with Disabilities; by Region &
Specialty

The number of minority & disability student
populations is increasing, teachers who can
specialize or are willing to move will find:

favorable positions

Effective teachers have:

-- a bachelor’s degree
– Full state certification
– Knowledge of subject matter

Professional Standards:

Sets of standards from professional associations that
evaluate progress toward becoming an effective
teacher

Teaching certificate:

a license to teach

Praxis Series:

“Putting theory into practice”

Praxis I:

Pre-Professional Skills Tests

Praxis II:

Subject Assessments

Praxis III:

Classroom Performance Assessment

How Will I Become An Effective Teacher:

• professional standards

• certification and licensure

• praxis series

• state licensure certification requirements

• alternative certification

Teaching is the largest:

profession in the U.S,

How many teachers in U.S.:

3.76 million

Pre-K Teachers (Early Childhood)

Teach Birth through age 8

Elementary Teachers:

• Teach 1st Grade-6th
• May team teach or teach multi-age classes

Middle School Teachers:

• Teach 6th - 9th
• specialized subjects

High School Teachers:

• Teach 9th - 12th
• teach in specialized content areas
– 4 - 5 courses w/in single content area

Non-Traditional School Teachers:

• Private School Teachers
• Charter School Teachers
• Alternative School Teachers
• Magnet School Teachers
• Specialized Teachers

Teachers in Specialized Areas:

• Special Education Teachers
• English Language Learners Teachers
• Art Teachers
• Music Teachers
• Vocational Teachers
• Physical Education Teachers

What Do Teachers Do in the Classroom:

• Teach
– assign tasks, assess, praise, encourage and lecture
• Serve as Role Model
• Serve as Problem Solver
• Serve as Reflective Thinker

What Knowledge and Skills Do Today’s Teachers Need?

• Self-Knowledge
• Knowledge of Students
• Knowledge of Subject and Pedagogical Expertise
• Knowledge of How to Use Educational Theory and
Research

• Knowledge of How to Integrate Technology Into
Teaching
• Reflection and Problem Solving

Knowledge and skills confined to one category is:

not enough for teaching

Reflection and Problem Solving will guide you in how to:

use your knowledge

Characteristics of the profession:

• Institutional Monopoly of Services
• Professional Autonomy
• Years of Education and Training
• Provision of Essential Service
• Degree of Self Governance

• Professional Knowledge and Skills
• Trust in the Profession
• Prestige, Benefits, and Pay
• Accepting the Challenge of a Profession
• Professional Associations

To What Professional Associations Do
Teachers Belong?

• National Education Association (NEA)
• American Federation of Teachers (AFT)

Other Professional Organizations:

– Phi Delta Kappa
– ASCD (formerly the Association for Supervision &
Curriculum Development)
– Specific Subject Areas

Professionalization of Teaching:

• National Board Certification
• State-sponsored Teacher Networks
• Shared Decision Making
• Peer Review
• Teacher-mentor Programs
• Teacher Researchers

Culture of Shared Responsibility:

• Collaboration in School Governance
• Principal/Teacher Partnerships
• Hiring, School Calendar, Professional Learning

How are teacher leaders transforming the profession:

professionalization of teaching and culture of shared responsibility

Teaching professionals provide:

an essential service

What cause would the American Federation of Teachers most likely support?

Teachers in the Chicago School District request representation assistance because their salaries are 15% less than the surrounding suburbs.

What actions are indicators of the professionalization of teaching:

National board certification, peer review, shared decision making

The Every Student Succeeds Act (ESSA), which focuses on salaries, might have influenced which school board action?

Approval of a salary increase for a teacher to teach Calculus, a position that had been open for 8 months

As a teacher, what benefit might you see from high-stakes testing?

Teaching in a state that uses value-added modeling can bring an increase in salary.

In 2015, 88% of K-12 teachers were:

satisfied with their career choice

68% of teachers in 2015 would:

recommend the profession to others

student variability:

differences among students in regard to their developmental needs, interests, and abilities/disabilities

student diversity:

differences among students in regard to gender, race, ethnicity, culture, language, religion, sexual orientation, and socioeconomic status

passion for teaching:

high regard for education and daily opportunities to see students excited about learning

passion for the subject:

teaching gives an opportunity to share passion for academic subjects and excitement about important parts of one’s life

teaching-learning process:

prospect of helping students learn, capitalizing on teachable moments, maintain students’ interest and improvise on the spot 

How many low-level decisions made per school day:

around 3,000

Example of a low-level decision requiring critical thinking:

at-risk students needing in-class opportunities to build learning confidence

Adults outside of parents/guardians with the most influence:

teachers have the most influence

Abolishing “I Can’t” phrases and replacing with phrases such as “I don’t understand, I am confused about, I need extra help/time with…” can:

encourage students rather than frustrate/embarrass them during challenging tasks, advocating for positive thinking

Teachers spend 50 hrs/wk devoted to instructional duties, including 12 hrs/wk grading papers, and the following additional duties:

• playground duty

• bus duty

• advising clubs

• hall duty

• study hall duty

• lunch duty

• faculty meetings

• parent conferences

• open houses

• ticket/concession duty at school sporting events

high stakes tests:

achievement tests that have high stakes for students, teachers, and admin

EX: student cannot graduate/participate in extracurriculars, and teacher pay does not increase without a passing score

value-added modleing:

teacher evaluation method that compares test scores of a teacher’s current students w/ scores of students from previous years and other students in the grade, determining the “value added,” which can be compared to the “value” of other teachers

No Child Left Behind (2001):

federal law that mandates statewide testing in reading and math yearly from 3rd-8th grade and holds schools responsible for student performance

AYP provision of NCLB:

requires schools provide evidence of adequate yearly academic student progress

Every Student Succeeds Act:

K-12 law (2017-18) replacing NCLB and setting high curriculum standards in reading, ELA, math, science, and other state-identified subjects

American teens spend how many hours each day using entertainment media:

8:56 hours

American TWEENS spend how many hours each day using entertainment media:

5:55 hours

Public has confidence in schools on a local level, but:

not on national level

Society believes competent, effective teachers are:

important keys to strong education system

Educators are expected to be proficient in:

• instructional strategies

• curriculum materials

• advanced educational technology

• classroom management techniques

• understanding the development levels of students

• solid grasp of how to teach content and help ALL learners succeed

Educators must create a safe and effective environment for: 

students, equalizing educational opportunities, promoting social justice and maintaining high professional standards

teacher supply and demand:

number of school age students compared to number of available teachers; may also be projected based on basis of estimated number of teachers and students

flexible groupings:

place students at different times of day according to ability for enrichment or review

grade level rotations:

ensure each student is exposed to grade-level expectations whilst also focusing on learning standards

specialized support team can include:

paras, parents, and community that provides extra support and assistance when needed

recertification:

some states require experienced leaders to undergo periodic testing to maintain teaching certificates

NASDTEC:

47 state + DC teacher reciprocity agreement

alternative school:

small highly-individualized school designed to meet the needs of at-risk students

charter school:

founded by teachers to operate by a school district’s state/natl government with students demonstrating mastery of defined outcomes

magnet school:

curriculum focuses on specific area, frequently developed to allow for voluntary desegregation 

classroom climate:

atmosphere determined by individual interactions

IEP:

plan for meeting exceptional learner’s educational needs, specifying goals, objectives, services, and procedures for evaluating progress

RTI Model:

increasing intensive instruction is provided, and if student is nonresponsive, they receive special education services

ELLS:

students currently developing English language skills

teacher’s thought process:

guides teachers’ actions in the classroom and tells them how to transition, spark interest, and divide into small groups

pedagogical expertise:

understanding of how best to present subject matter to students 

teacher’s craft knowledge:

knowledge teachers develop about teaching that derives from their experiences in the classroom, particularly the actions they have taken to solve specific problems of pracitce

problem-solving orientation:

approach to teaching that places primary emphasis on the teacher’s role as a decision maker and problem solver

emergency certification:

temporary substandard certification with requirements set by state in response to a teaching shortage

code of ethics:

set of guidelines defining appropriate professional behavior

NEA:

oldest and largest professional association of teachers and administrators

AFT:

national professional association of TEACHERS ONLY

PDK (Phi Delta Kappa):

pro and honorary educator fraternity with 650 chapters and 130,000 members

ASCD:

organization of teachers, supervisors, curriculum coordinators, education professors, admin, and others

professionalization of teaching:

political influence and status of teaching; expanding leadership opportunities for teachers, national board certification, peer review, shared decision-making and  teacher-mentor programs