Developing as a Professional EDUC 1010- Chapter 2

Survey Complete the survey on Page 35 in the text book.

Typical Requirements of Traditional Licensure Bachelor’s degree Competency test for basic skills Jr & High School test for content area Test of professional knowledge 46 states use PRAXIS 4 states use their own tests

Alternative Licensure Used for those who already have a Bachelor’s Degree Requirements: Application (Eligibility) Get a Qualifying Job Professional Growth Plan (PGP) PRAXIS test(s) General Pedagogy Classes 1-4 Methods Class Content Classes if needed Supervised teaching internship

Alternative Licensure Advantages Often a quicker route into the classroom Targets high-teacher-need areas like math, science, special education, and urban teaching positions Disadvantages Can be sink-or-swim, with high attrition rates May not include crucial mentoring and supervision assistance

Making Yourself Marketable Developing a Professional Reputation Often required for letters of recommendation Related to conscientious work in classes Attend all classes, be on time, turn in assignments on time, study conscientiously, read, try to be well informed Time to begin developing is NOW

Making Yourself Marketable Broadening Your Professional Experiences Develop a minor area of study in a high-need area Target clinical work in diverse schools and classrooms Tutor a child Seek leadership positions Do volunteer work Become an aide Join professional organizations

Making Yourself Marketable Building a Portfolio and Resume A collection of materials representative of one’s work Creating a Credentials File Background information Resume Courses taken Performance evaluations Letters of recommendation

Where Are the Jobs? Understanding Teacher Shortages Specific content areas Science (especially chemistry and physics) Math Special education English language learning Spanish (major or minor) Be practical and flexible

Interviewing: What Are Districts Looking For? Knowledge of content area(s) as well as knowledge of how to help students learn An understanding of how to organize and manage a classroom A sincere interest in making a difference in students’ lives A variety of life experiences The ability to work with others Adaptability and flexibility

Assessing a Prospective School: Things to Look For Commitment and leadership of the principal School mission School climate The physical plant The behavior of students Community support An induction program for teachers

Competition for Minority Teachers Cultural minorities under-represented in teaching force (12% of teachers versus 33% of students) Serve as role models Help make home–school connections Provide alternate perspectives on effective instruction for cultural minority students

Survival Skills for the First Year of Teaching Organization: maximizes time, which is always in short supply Classroom management: #1 concern of beginning teachers Effective instruction: increases motivation and decreases management problems Knowing students: shows caring and helps create productive learning environment 1st Year Teaching Video

Induction and Mentoring Programs Induction programs target specific needs of beginning teachers Classroom management Organization District rules and procedures Mentors are experienced teachers who act as guides and provide Emotional support Assistance with mundane tasks like recordkeeping and grades Feedback based on classroom observation One successful teachers secret

Teacher Evaluation Formative: designed to provide helpful feedback Summative: designed to make administrative decisions about retention and promotion Find out WHAT and HOW at the beginning of your first year of teaching!

Career-Long Professional Development Membership in professional organizations Become a teacher-leader Serve on curriculum committees Help establish policies on professional issues Write grant proposals Arrange school-business partnerships Facilitate school-to-work activities Action research National Board Certification