© 2013, 2010, 2007, 2003, 2000 Pearson Education, Inc. All rights reserved. L. Dean Webb Arlene Metha K. Forbis Jordan Foundations of American Education Seventh Edition

1-2 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Chapter 1 Status of the Profession

1-3 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Overview of Chapter 1 Demographic overview of the teaching force Motives for becoming a teacher Satisfactions / dissatisfactions with teaching Teacher preparation and recruitment Teacher certification Teacher supply and demand Salary and compensation

1-4 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Defining Teacher and Teaching Teaching is an art and a science In addition to helping students acquire knowledge, skills, and attitudes, teachers often: Perform with skill and grace Make judgments based on qualities that unfold during action Influenced by unpredictable qualities

1-5 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Profile of the Teaching Profession The teacher is the most important school-related variable in student learning. Predominantly female and White Trends: Reduction of pupil/teacher ratio Increased student enrollment Increase in special services to students Increase in aids, librarians, other

1-6 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Why Become a Teacher? 3 Primary Reasons: Caring for and desiring to work with young people Making a contribution to society Interest in a field and excitement for sharing it with others

1-7 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Satisfactions/Dissatisfactions with Teaching Many teachers are satisfied with: Working with children Making a difference with children/ society Feeling rewarded Having autonomy/ control Cooperation with colleagues

1-8 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Factors Influencing Satisfaction and Dissatisfaction of Teaching Level of support from parents/admin Availability of resources Class size Amount of time for planning/prof. growth Student misbehavior/school safety Salary and benefits

1-9 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Teacher Preparation Programs Standards and accountability movement has impacted teacher preparation Led by the INTASC, NCATE, and NCTAF The National Board for Professional Teaching Standards (NBPTS) has established standards for experienced teachers

1-10 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Pathways to becoming a teacher Most common is 4-year teacher education program 5-year programs also exist which feature a master’s degree upon completion Alternative routes are available for those with existing degrees in other areas

1-11 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Baccalaureate Teacher Education Programs Typically includes four areas of study: General studies Content studies in major or minor Professional studies Field experiences and clinical practice Most programs require a test of basic skills (Praxis I) Preparation programs for elementary school teachers are somewhat different from those for secondary school teachers

1-12 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Alternative Teacher Preparation Programs 48 states have adopted programs Certifies candidates with subject matter competence without formal teacher prep program Intended to recruit teachers for underserved or shortage areas Research is mixed regarding the effectiveness of these programs

1-13 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Minorities in Teaching Serve as role model for all students Benefits minority students if from same minority group Have the cultural framework to make instruction more culturally relevant and effective Fewer minority students are entering teacher preparation programs

1-14 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Strategies for Increasing Minority Enrollment in Teaching Eliminating obstacles to participation Increasing scholarship, loan, and loan forgiveness programs, as well as support services Ensuring integrity of testing and evaluation programs ensuring that testing and evaluation programs minimize the influences of race and ethnicity on entry to the profession Recruitment strategies Identifying and encouraging potential high school students Paraprofessional programs Financial incentives and mentoring programs

1-15 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Teacher Certification To teach, individuals must acquire certification or a license Administered by the state education agency Requirements vary from state to state Most certifications are good for 3-5 years initially Standard or professional certificate granted after state assesses performance by video lessons, portfolio, or classroom observations

1-16 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Assessment for Initial Teacher Certification and Licensure Increase in state testing requirements as a result of NCLB Tests are often administered before admission into teacher program and at the completion of the program (test for certification) Praxis Series: Professional Assessments for Beginning Teachers is the most commonly administered test

1-17 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Certification Issues Emergency certification Temporary permission to teach without meeting qualifications No other state-licensed profession issues emergency certificates to those who are untrained. Recertification Teachers must renew certificates by either taking courses, attaining advanced degrees, or passing an assessment.

1-18 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Certification Issues Reciprocity Interstate reciprocity allows teachers certified in one state to work in another. 44 states have signed the Interstate Certification Contract National Certification- NBPTS Teachers can start process after 3 years of teaching Includes Professional Portfolio Video tapes of teaching Sample of student work with written commentary Written Assessment focused on content knowledge Successful candidates are deemed board certified

1-19 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Teacher Supply and Demand Unprecedented demand nationwide Increased student enrollments and vacancies due to retirements Student/teacher ratios are also declining indicating a need for more teachers Highest need areas include: Populations in the southern and western states Areas of specialty include special education, bilingual education, sciences, mathematics, foreign language High demand for male elementary school teachers

1-20 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Salary and Compensation Teachers’ salaries are behind those of other professional with comparable training Salary figures depend on a number of factors, including supply and demand, union activity, the prevailing wage rate in neighboring districts and the wealth of the district as determined by the tax base.

1-21 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Single Salary Schedule More than 90% of teacher salary schedules across the nation are based on the single salary schedule format Pays equivalent salaries for equivalent preparation and experience. It has traditionally been defended by teacher unions as the fairest way to pay teachers

1-22 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Performance-Based Pay Increased focus on student performance has led to greater attention to teacher competence Two types: Performance-based Skills-based Teachers and teacher organizations prefer skills- based or competency-based pay because it is not linked to student performance (and all teachers can achieve it).

1-23 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Compensation for Supplemental Activities Approximately 1/3 of public school teacher receive supplemental compensation Includes activities such as coaching, student activity sponsoring, or extra teaching. Pay depends on the activity

1-24 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Salaries for Administrative and Support Personnel Many teachers eventually move into administrative or supervisory positions or into positions such as counselor or librarian Most administrative and supervisory positions require higher levels of educational preparation and experience than that required of classroom teachers

1-25 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Indirect Compensation: Employee Benefits and Services Fringe benefits, or indirect compensation, may include: Benefits required by law (Social Security, unemployment, etc.) Medical/life insurance Retirement/savings plans Pay for time not worked (sick leave, etc.) Employee services (credit unions, child care, etc.)

1-26 Webb, Metha, and Jordan Foundations of American Education, 7e © 2013 Pearson Education, Inc. All rights reserved. Review Questions for Chapter 1 Define the profession of teaching. Describe characteristics of teaching and the profession. What are some reasons for becoming a teacher? What are some of the satisfactions and dissatisfactions with teaching? What are the components of a teacher preparation program? Why are minorities in teaching important and what can be done to encourage more? What are several teacher certification issues? What is the current demand for teachers? How is a teacher’s salary and compensation determined?