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 DescriptionPrinciple

3.5Private time 5.3Travel 19.8Desk and routine work 25.2Peer interactions Working with students Instruction Testing and monitoring Supervision Total working with students Percentage of DayActivity

1684Special Education 2080English/Language Arts 6238Social Studies 4852Math/Science 991Elementary MaleFemaleArea

Inequities in funding among school districts. Teacher quality and alternative routes to teacher certification. Access to tax-supported education for all established. Grade levels introduced in elementary schools. Normal schools created for the preparation of teachers. The Common School Movement The role of the federal government in education. National testing of all students. A national curriculum. The principle of separation of church and state established. Control of education removed from the federal government and given to the states. Education viewed as crucial for furthering the national interest. The Early National Period Whether or not prayer should be allowed in schools. Tax support for religious schools. The relationship between religion and character education. Education reserved for wealthy males. Seeds planted for public support of education. Religion at the core of education. The Colonial Period Issues That Remain TodaySignificant FeaturesPeriod

Accomplished teachers are models for intellectual curiosity, and they display virtues—honesty, fairness, and respect for diversity—that they seek to inspire in their students. Accomplished teachers use their understanding of students, learning, and instruction to make principled judgments about sound practice, and they are lifelong learners. Accomplished teachers critically examine their practice, and they seek continual professional growth. 4. Teachers think systematically about their practice and learn from experience. Accomplished teachers capture and sustain the interest of their students and use their time effectively. Accomplished teachers are able to use a variety of effective instructional techniques, and they use the techniques appropriately. Accomplished teachers can use multiple methods to assess the progress of students, and they effectively communicate this progress to parents. 3. Teachers are responsible for managing and monitoring student learning. Accomplished teachers have a rich understanding of the subject(s) they teach, and they appreciate how knowledge in their subject is linked to other disciplines and applied to real-world settings. Accomplished teachers know how to make subject matter understandable to students, and they are able to modify their instruction when difficulties arise. Accomplished teachers demonstrate critical and analytic capacities in their teaching, and they develop those capacities in their students. 2. Teachers know the subjects they teach and how to teach those subjects to students. Accomplished teachers believe that all students can learn, and they treat students equitably. Accomplished teachers understand how students develop, and they use accepted learning theory as the basis for their teaching. Accomplished teachers are aware of the influence of context and culture on behavior, and they foster students ’ self-esteem, motivation, and character. 1. Teachers are committed to students and their learning.

State Courts Principals and Schools District Office District Superintendent District School Board Local School Districts State Office of Education Chief State School Officer ( Superintendent, Commissioner, or Secretary of State Board) State Board of Education GovernorState Legislature Constitution

$73,114$78,176$83,944Salary (12 month) Native American Asian American Hispanic American African American 80.8%83.0%85.9% White Ethnic background Female 44.8% 66.8% 78.8% Male Sex Elementary School Principals Junior High and Middle School Principals High School Principals

Employment Academic freedom Copyright laws Teacher liability Teachers ’ private lives

Students ’ freedom of speech Permissible search and seizure Students ’ records and privacy Corporal punishment Students ’ rights in disciplinary actions Students with AIDS

Academic disciplines tend to artificially “ compartmentalize ” what students learn. Students complain that traditional subjects are irrelevant. Research indicates that expertise and problem-solving ability depend on knowledge.* Schools and teachers are being held accountable, and accountability depends on discipline-based tests. Essentialism Perennialism Academic disciplines Society ’ s needs change rapidly, often making curriculum obsolete. Learners may be steered into career choices too early, limiting long-range opportunities. Students learn to integrate information from a variety of sources. Curriculum is relevant, contributing to learner motivation. ProgressivismNeeds of society Efforts to respond to the special needs of each individual are virtually impossible. Students may not be the best judges of their long-range needs, opting for shallow learning experiences. Concern for individuals is placed at the heart of curriculum development. Learner motivation is promoted. ProgressivismNeeds of individuals DisadvantagesAdvantages Dominant Educational Philosophy Basis for Curriculum

Planning Personal characteristics Teaching strategies Classroom management Assessment

Students internalize the reasons for rules and learn to self-regulate. Students learn obedience and conformity. Student Outcomes Explain and apply logical consequences. Punish and reward.Teacher Actions Learn from actions and decisions. Obey authority.Organizing Principle Teach students to make responsible choices. Teach students to follow orders. Goal Responsibility ModelObedience Model

Guide learners in their efforts to make sense of the world. Constructors of knowledge through actively processing information from the environment. Developing understanding by searching for patterns in the world. Cognitive Present reinforcers to increase desirable behaviors, and present punishers to decrease undesirable behaviors. Passive recipients of stimuli (reinforcers and punishers) from the environment. Increase in number of desirable responses resulting from reinforcement. Behaviorist Role of the TeacherView of LearnersView of Learning

Schools often hire part-time aides, which can provide valuable experience and a way to earn money. Become an aide Volunteer work can be enriching, and it indicates a desire to contribute to society. Do volunteer work People assessing résumés look for leadership roles, because they suggest effective human-relations skills and the desire to be a lifelong learner. Seek leadership positions Parents often seek tutoring help for their children, and it ’ s a way of earning some extra money. Tutor a child Most universities have student chapters of the National Education Association as well as student chapters of several other professional organizations. (A directory of professional organizations is on the Website for this book.) Join professional organizations If you ’ re a Spanish major, consider a minor in French. If you ’ re a chemistry major, consider a minor in biology. Develop a minor area of study ExampleSuggestion

Communicating an understanding of learning, learner development, and instruction demonstrates that you have a professional knowledge base. Communicate empathy for children and a desire to work with them. Fidgeting, or worse—glancing at your watch—suggests that you ’ d rather be somewhere else. Sit comfortably and calmly. Clear language is correlated with effective teaching, and your verbal ability creates an impression of professional ability. Speak clearly, and use standard English and grammar. Wear an outfit appropriate for an interview, and be well-groomed. Shorts, jeans, and t-shirts are inappropriate, as is an eyebrow ring. You have the right to dress and groom yourself in any way you choose, but if you are serious about getting a job, you won ’ t demonstrate your freedom of expression during a job interview. Dress appropriately. Nothing creates a worse impression than being late for an interview.Be on time. RationaleGuideline