Introduction to Teaching Topics Do I want to be a teacher? Professional Diverse learners Schools today History Philosophy Governance and Finance School Law Standards: NCLB Act Productive and effective schools

Introduction to Teaching http://www.youtube.com/watch?v=kFEBpIoiQmU Introduction to Teaching Becoming a Professional “To be a professional, you must look the part, act the part, and become the part.”…………… ………….In every fiber of my bone, I am a teacher –Maria San Paolo, Teacher How to take notes for this class?

Chapter 1 Objectives Why people decide to teach Some of the rewards and difficulties in teaching What is a professional teacher: 4 characteristics How educational reforms will affect your life as a teacher: Standards Licensure process: 4+ years

Chapter 1 Why Become a Teacher? Welcome. You’re beginning a study of teaching, one of the most interesting, challenging, and “noble professions” that exists. No one has more potential for touching the personal, social, and intellectual lives of students than do caring and dedicated teachers.

Why Teach? Autobiographical Teaching You should have read “Why I Teach” by Peter Beidler. Section # 4 Autobiographical Essay, Portfolio assignment asks Why you decided to become a teacher; we will explore this. Autobiographical

Responses to Interest in Teaching Inventory 3 5.5 Self-growth 9 5 5.0 Influence of teachers 8 4 5.4 Content interest 7 2 6.3 Value to society 6 1 6.4 Work with youth 2.6 Other careers not considered 4.0 Summer vacations 3.9 Family influence 4.3 Job security Survey Rank Average Response of Students Item Focus Item

1) Intrinsic Rewards Intrinsic rewards are personally satisfying for emotional or intellectual reasons. Teachers’ interactions with their students provide a major source of intrinsic rewards.

2) Emotional Rewards “ The beginning of the day gets me going”she said, smiling, during an interview. “ I stand at the door, and the children give me a hug, a high-five, or a handshake when they come in the room.”

Rewards Emotional or intellectual satisfaction that goes with believing they are making a contribution to the world. Is the 2nd reason for going into education Rose-colored glasses.

3) Intellectual Rewards “ The opportunity for a lifetime of self-growth” Professional dev. Degrees “ When you see the light bulb go on for someone, it’s all worth it.” Knowledge changes your life

4) Extrinsic Rewards Extrinsic rewards are career-linked positive factors such as job security and summer vacations. Usually about three years-teachers are typically awarded tenure status. Identify three reasons for going into teaching. “June, July, and August.” Holiday Season

Cont. Extrinsic Rewards In addition to job security and vacations, additional extrinsic rewards include: Work schedules Autonomy, or being in control of one’s own existence. Status of position Salary Supplement Coach Drivers Ed Rewards encourage a child to focus on parental approval, not on the effect of their behavior on others.

Beginning and Average Teacher Salaries for Each State 2012-13 2013 Introduction to Teaching: Becoming a Professional, 2nd Edition Kauchak and EggenSee ©2005 by Pearson Education, Inc. All Rights Reserved

Difficulties in Teaching Two of the most common issues involve a) working conditions and b) salaries. Factors that make teaching difficult Unsupportive administrators Parents who don’t support Students who are disruptive and unmotivated.

A) Reduced job satisfaction Stress poorer relationships with students, decreased teacher effectiveness, and teacher burnout. To much time on nonteaching requirements and duties. “ If they would only give me the time and resources I need, I could teach these students something!”

B) Salaries Teacher salaries are another concern. Low salaries frequently are cited as a major reason people either avoid teaching as a career or leave teaching after a few years…..9 month salary.

Salaries

HOME SCHOOL Why Teach? What is a Profession? Topics to consider: HOME SCHOOL Why Teach? What is a Profession?

Home-school Cooperation Students benefit from home-school cooperation in at least five ways: Higher academic achievement. More positive attitudes More acceptable student behaviors. Better attendance rates. Greater willingness to do homework.

Weebly .com Autobiographical Essay: My Site: Dr.L.Egbert http://drlegbert.weebly.com Create a site: “Authentic Assessment”

4 Characteristics of a Profession 1) K…nowledge 2) A…cademic Freedom 3) T…raining for licensure Autonomy: 4) E…thical standards for conduct Professional- Knowledge base allows teachers to make decisions in complex or ill-define situations. A professional will examine, refine, & broaden practices on a continuous basis.

A Specialized Body of Knowledge Research indicates that effective teachers posses at least four kinds of knowledge: Subject Content Pedagogy skills General ”how to” Knowledge of learners Decision-making process Effective teachers stay informed of research in their fields, and they adapt their teaching to reflect this research. The product is learning!

A Specialized Body of Knowledge Knowledge of subject content: teachers can’t teach what they don’t know…Math, English Pedagogical (Art & Science) content knowledge: the ability to illustrate and explain abstract concepts HOTS. General (how to) pedagogical knowledge: being able to manage and instruct effectively…lesson delivery, seat arrangements, Knowledge of learners and learning (dev.): understanding the developmental and learning needs of students

Danielson’s Model Discussed again in chapter 13 Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating (1A) Knowledge of Students (1B) Setting Instructional Outcomes (1C) Demonstrating Knowledge of Resources (1D) Designing Coherent Instruction Designing Student Assessments (1F) Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism   Domain 3: Instructional Delivery   Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness

Domain 1: Planning and Preparation Lesson Planning…more information later Demonstrating Knowledge of Content and Pedagogy Demonstrating (1A) Methods & Instructional Strategies Anticipatory set Build/Apply Knowledge Guided practice Independent practice Wrap up/closure Setting Instructional Outcomes (1C) Goals & Objectives…unit goals/lesson goals/standards Knowledge of Students (1B) Differentiation According to Students Needs (Universal Design) Multiple means of representation , expression, & engagement (extension/remediation) Demonstrating Knowledge of Resources (1D) Materials/technology Designing Student Assessments (1F) Assessment (a) Formative-ongoing, (b) Summative- end of lesson Seen on Lesson Plans Learning Problems

2) Training for Licensure Bachelor’s degree prior to licensure Complete the degree in a content area Clinical experiences, such as internships ……2nd characteristic of a profession

3) Autonomy: Academic Freedom You decide “how” these are done Curriculum- what teachers teach Assessment- how student understanding is measured Standards- what students should know and what skills they should have upon completing an area of study

4) Professional Ethics Ethics describes moral standards for good behavior. National Education Association Principle 1: student Principle 2: public Principle 3: profession Principle 4: Professional Employment Practices PSC for Idaho has 10 principles

National Education Association Principle I - Commitment to the Student The educator goal is to strives to help each student realize his or her potential as a worthy and effective member of society. Principle II – Commitment to the Profession The quality of services of the education profession directly influences the nation and its citizens.

Decision Making and Reflective Practitioner “Your obligation to yourself and your profession is to know what is going on, that is, what others are experiencing, studying and writing”. Build your confidence Build your skills “knowledge of students, conceptions of learning, pedagogical content knowledge, and knowledge of goals and curriculum.” Reflective practitioner: constantly evaluating the effectiveness of your practice.

Reflective Practice 3. Know 2. Value 4. Act Call up professional 1. Perceive Identity issues, problems, dilemmas, and opportunities 2. Value Consider different relevant perspectives or take into account the values underlying individuals’ actions 3. Know Call up professional knowledge from academic preparation, educational theory and research, and practical experience. 4. Act Apply knowledge and skills to make decisions. 5. Evaluate Assess the consequences of decisions and outcomes of actions.

Becoming a Teacher in an Era of Reform Discussed more fully in History chapter Reforms: “changes” in teaching and teacher preparation to increase students learning. Standards…….. Test-based-Accountability Choice-Parents

Standard-Based Education …….is the process of focusing curriculum and instruction on predetermined standards. Criteria that must be met ( ex. ) Interstate New Teacher Assessment and Support Consortium (INTASC)….

The INTASC Principles Description Principle The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being. 10. Partnership The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. 9. Commitment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 8. Assessment The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 7. Planning The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 6. Communication skills The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 5. Motivation and management The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. 4. Strategies The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 3. Adapting instruction The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development. 2. Learning and human development The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 1. Knowledge of subject Description Principle Source: From Interstate New Teacher Assessment and Support Consortium. (1993). Model standards for beginning teacher licensing and development: A resource for state dialogues. Washington, DC: Council of Chief State School Officers. Reprinted by permission. ©2005 by Pearson Education, Inc. All Rights Reserved

Accountability and High-Stakes Testing No Child Left Behind: federal legislation that attempts to make schools and school districts accountable for the learning progress of every student Accountability levels States – for achievement of students in the state Districts – for achievement of district’s students Schools – for achievement of school’s students Teachers – for their students’ learning progress High-stakes tests: used to hold all levels accountable; can have adverse consequences if not passed Teacher Testing: PRAXIS

Teaching in an Era of Reform “Accountability and high- stakes testing” Accountability, meaning students are required to demonstrate that they have met specified standards or that they demonstrate understanding of the topics they study as measured by standardized tests, and teachers are being held responsible for students’ performance.