Becoming a Teacher Ninth Edition Forrest W. Parkay Chapter 13 Becoming a Professional Teacher Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-2 Focus Questions 1. Why is your induction into teaching important? 2. What can you learn from observing in classrooms? 3. How can you gain practical experience for becoming a teacher? 4. How can you develop your teaching portfolio? 5. How can you benefit from having a mentor? 6. What opportunities for continuing professional development will you have? 7. What new leadership roles for teacher are emerging? 8. How do teachers contribute to educational research? 9. How are teachers providing leadership for school restructuring and curriculum reform? 10. What can you expect as a beginning teacher? 11. How will your performance as a teacher be evaluated? Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-3 Why is your induction into teaching important? Due to problems and concerns that new teachers experience school districts and states have developed induction programs Induction programs provide beginning teachers with continued assistance during the first year of teaching Induction programs have the following purposes Improve teaching performance Increase retention of beginning teachers Promote personal and professional well being Satisfy mandated requirements Transmit the culture of the school to beginning teachers Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-4 What can you learn from observing in classrooms? Field Experiences classroom observations and work in the classroom, required by colleges Technology and Classroom Observations Distance Learning use of technology such as video transmissions that allow students to receive instruction at multiple sites, and now allows preservice teacher to observe classroom settings off campus as a group Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-5 What can you learn from observing in classrooms? Focused Observations focused notices of differences in communications, behaviors, lessons in the classroom; may be guided questions, Observation tools – Informal qualitative descriptions – Formal quantitative checklists Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-6 How can you gain practical experience for becoming a teacher? Tutoring Video Practica Classroom Aides Student Teaching Student teaching journal Reflective teaching logs Substitute Teaching Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-7 How can you gain practical experience for becoming a teacher? Classroom Experiences Microteaching – brief single concept lessons taught to a small group of students Teaching simulations – analysis of written or filmed teaching situations Colleges and districts are experimenting with Virtual Reality (VR) to increase effective teaching skills Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-8 How can you gain practical experience for becoming a teacher? Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved Advantages of Substitute Teaching Gain experience, confidence and techniques Compare and contrast different schools Become better prepare for interviews Network Chance to see and hear of job openings Learn about politics of schools Choose days to work Disadvantages of Substitute Teaching Low Pay No benefits Lack of organized structure to improve conditions May not be welcomed Must adapt quickly to different philosophies Lack of continuity

13-9 How can you develop your teaching portfolio? Professional Portfolio – collection of work that documents accomplishments in the area of professional practice Contents Lesson Plans Communications sent Resume’ Uses Establish growth Reflection and goal setting Vehicle for collaboration and demonstrating knowledge Interview tool Alternate assessment measure that can be preparation for state, regional or national accreditation Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-10 How can you benefit from having a mentor? Finding a Mentor Mentoring – one to one teaching from a more experienced teacher to the protégé’ Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-11 What opportunities for continuing professional development will you have? Reflection and Self-Assessment for Professional Growth Teacher Workshops In-service workshops Teacher Centers Provide atmosphere and location for increased understanding and share resources Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-12 What opportunities for continuing professional development will you have? Professional Development Schools (PDSs) School-university partnerships Linking school restructuring and reform of teacher education Provide the following opportunities ○ Learning programs for diverse students ○ Practical thought provoking preparation for novice teachers ○ New understanding and professional experience for veteran teachers ○ Research adds to knowledge for all to make schools more productive Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-13 What opportunities for continuing professional development will you have? Supervising and Mentoring of Student Teachers Veteran teachers must rethinking their own teaching, justify and strive to continue learning Graduate Study Required to maintain certification Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-14 What new leadership roles for teacher are emerging? Teacher Involvement in Teacher Education, Certification and Staff Development Teachers are serving as mentors Teachers are designing in-services Teachers are becoming board certified to meet high standards and improve education Teacher-Leaders Teacher assuming greater leadership in organizations Writing grants Organizing staff development Creating connections with community and area colleges Hybrid Teachers Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-15 How do teachers contribute to educational research? Teacher Researcher – professional teacher who conducts classroom research to improve teaching Conducting Classroom Action Research Action Research – classroom based study by teachers, to improve instruction Identified Question Observation Reflection Hypothesis Test Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-16 How are teachers providing leadership for school restructuring and curriculum reform? Leadership and Collaboration for School Reform Examples: Participating in Professional Teacher Organizations Taking part in school decisions Writing Standards Sharing Ideas Mentoring Personnel Decisions Improving Facilities and Technology Working with parents Creating Community, Business and College Partnerships Being Community Leaders Becoming Involved Politically Being Visible and communicating positive information Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-17 What can you expect as a beginning teacher? First Day Set high standards the first day Create pleasant learning climate Advice from Experience Teachers Plan Extra Activities Personalize the day and activities Don’t put all effort into first day – plan a smooth year Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-18 How will your performance as a teacher be evaluated? Quantitative and Qualitative Evaluation Quantitative - paper pencil rating forms used by supervisors to record events or behavior objectively in number and frequency Qualitative –written open ended narrative descriptions of classroom events in terms of qualities, subjective Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

13-19 How will your performance as a teacher be evaluated? Clinical Supervision Supervisor follows 4 step model – Preconference – Observation – Analyzes and Interprets Data – Post Conference Becoming At Teacher, 9e, Forrest W. Parkay ISBN: © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved