Introduction to Teaching Chapter 2

Objectives I can: – Examine the beliefs of beginning teachers – Explain differences in traditional and alternative routes to teaching – Identify factors that contribute to a successful first year of teaching – Describe career long professional development

What do I believe? Rate yourself from 1-4 on the following statements. 4=I strongly believe this is true. 3=I believe this is true. 2= believe this is false. 1=I strongly believe this is false.

1.When I begin teaching, I will be a better teacher than most of the teachers now in the field. 2. As I gain experience in teaching, I expect to become more confident in my ability to help children learn. 3.The most effective teachers are those best able to clearly explain the content they teach their students. 4.I will learn about most of the important aspects of teaching when I get into a classroom. 5.If I thoroughly understand the content I’m teaching, I’ll be able to figure out a way of getting it across to students.

Traditional and Alternative Routes All states require teacher licensure, which is a process for the evaluation of credentials. Traditional routes to teaching include the completion of a bachelor’s degree consisting of English, math, history, and science classes. This route also includes courses in teacher preparation, like this one. Secondary teachers choose an area of focus and are required to take a certain number of hours in that subject matter.

Traditional and Alternative Routes, con’t Alternative routes to teaching licensure designed to meet the growing need for teachers.

Alternative Offered in 45 states and by 75% of all colleges offering teacher prep programs. Candidates are required to hold a bachelor’s degree in the content area they will teach. Candidates must also pass a licensure exam (usually the Praxis) and complete a teacher internship program.

Alternative Proponents say: – Candidates often have experience in fields of critical need. – Candidates are usually older, and can be more focused on teaching methods.

Alternative Critics say: – Candidates are not prepared in teaching methods and fail to meet the needs of their learners. – Candidates are disproportionately assigned to high-need areas, where students are more likely to need experienced teachers. – Candidates are more likely to leave the profession than their traditional route counterparts.

Making Yourself Marketable REPUTATION – Attendance – Participation – Deadlines – Set goals for yourself – LEARN!

Making Yourself Marketable BROADEN YOUR EXPERIENCES – Volunteer – Tutor – Join professional organizations – Seek leadership positions

PORTFOLIO AND RESUME’ Professional portfolio – Materials reflective of your qualifications Resume’ Credentials folder—transcript, letters of recommendation, conference certificates, etc.

INTERVIEWING How to stand out: Knowledge of content and understanding how students learn Classroom Management/Organization Making standards meaningful to students Variety of life experiences Ability to work with others Flexibility

INTERVIEWING Remember: Be on time Dress appropriately Speak clearly and use good grammar Be ready to communicate: – Reasons for wanting to teach – Reasons for wanting to teach in a particular school – Philosophy of education

ASSESSING PROSPECTIVE SCHOOLS Consider: Teacher morale/efficacy Commitment and leadership of the principal School Mission School Climate Physical Space Student Behavior

New Teacher Survival Classroom Management – teacher-classroom-management# teacher-classroom-management#

LIFELONG LEARNING AND PROFESSIONAL DEVELOPMENT Become a teacher leader – Actively serve on curriculum and/or behavior committees – Professional Organization memberships – National Board Certification

Review So far, we’ve covered...

REWARDS Intrinsic – Job Satisfaction – Emotional Rewards – Intellectual Rewards

REWARDS Extrinsic – Job Security – Schedule – Value in the community – Salary

Making Yourself Marketable REPUTATION – Attendance – Participation – Deadlines – Set goals for yourself – LEARN!

Making Yourself Marketable BROADEN YOUR EXPERIENCES – Volunteer – Tutor – Join professional organizations – Seek leadership positions

PORTFOLIO AND RESUME’ Professional portfolio – Materials reflective of your qualifications Resume’ Credentials folder—transcript, letters of recommendation, conference certificates, etc.

INTERVIEWING How to stand out: Knowledge of content and understanding how students learn Classroom Management/Organization Making standards meaningful to students Variety of life experiences Ability to work with others Flexibility

INTERVIEWING Remember: Be on time Dress appropriately Speak clearly and use good grammar Be ready to communicate: – Reasons for wanting to teach – Reasons for wanting to teach in a particular school – Philosophy of education

ASSESSING PROSPECTIVE SCHOOLS Consider: Teacher morale/efficacy Commitment and leadership of the principal School Mission School Climate Physical Space Student Behavior

School Report Cards Where can you find them? What information should you look for in preparation for an interview?

Partner Check Explain to your neighbor the difference between a traditional route to teaching and an alternative route. What is the name of the test that teachers must pass in order to keep their certification?

Traditional and Alternative Routes All states require teacher licensure, which is a process for the evaluation of credentials. Traditional routes to teaching include the completion of a bachelor’s degree consisting of English, math, history, and science classes. This route also includes courses in teacher preparation, like this one. Secondary teachers choose an area of focus and are required to take a certain number of hours in that subject matter.

Traditional and Alternative Routes, con’t Alternative routes to teaching licensure designed to meet the growing need for teachers.

Alternative Offered in 45 states and by 75% of all colleges offering teacher prep programs. Candidates are required to hold a bachelor’s degree in the content area they will teach. Candidates must also pass a licensure exam (usually the Praxis) and complete a teacher internship program.

Alternative Proponents say: – Candidates often have experience in fields of critical need. – Candidates are usually older, and can be more focused on teaching methods.

Alternative Critics say: – Candidates are not prepared in teaching methods and fail to meet the needs of their learners. – Candidates are disproportionately assigned to high-need areas, where students are more likely to need experienced teachers. – Candidates are more likely to leave the profession than their traditional route counterparts.

Questions?

Evaluation How should teachers be ‘graded?’ Let’s take a look at the current process and see if you can put it into practice.

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