1. 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

2. Introduction to Teaching
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?

3. 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

4. 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.

5. 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

6. Responses to Interest in Teaching Inventory3
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

7. 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.

8. 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.”

9. 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.

10. 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

11. 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

12. 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.

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

14. 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.

15. 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!”

16. 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.

17. Salaries

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

19. 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.

20. Weebly .com Autobiographical Essay: My Site: Dr.L.Egbert
Create a site: “Authentic Assessment”

21. 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.

22. 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!

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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.

30. 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.

31. 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.

32. 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

33. 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)….

34. 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

35. 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

36. 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.