1. Introduction to Teaching
Chapter 2

2. Objectives I can: Examine the beliefs of beginning teachers
Explain differences in traditional and alternative routes to teaching
Identify factors that contribute to a successful first year of teaching
Describe career long professional development

3. What do I believe? Rate yourself from 1-4 on the following statements.
4=I strongly believe this is true.
3=I believe this is true.
2= believe this is false.
1=I strongly believe this is false.

4. When I begin teaching, I will be a better teacher than most of the teachers now in the field.
As I gain experience in teaching, I expect to become more confident in my ability to help children learn.
The most effective teachers are those best able to clearly explain the content they teach their students.
I will learn about most of the important aspects of teaching when I get into a classroom.
If I thoroughly understand the content I’m teaching, I’ll be able to figure out a way of getting it across to students.

5. Traditional and Alternative Routes
All states require teacher licensure, which is a process for the evaluation of credentials. Traditional routes to teaching include the completion of a bachelor’s degree consisting of English, math, history, and science classes. This route also includes courses in teacher preparation, like this one. Secondary teachers choose an area of focus and are required to take a certain number of hours in that subject matter.

6. Traditional and Alternative Routes, con’t
Alternative routes to teaching licensure designed to meet the growing need for teachers.

7. Alternative
Offered in 45 states and by 75% of all colleges offering teacher prep programs.
Candidates are required to hold a bachelor’s degree in the content area they will teach.
Candidates must also pass a licensure exam (usually the Praxis) and complete a teacher internship program.

8. Alternative Proponents say:
Candidates often have experience in fields of critical need.
Candidates are usually older, and can be more focused on teaching methods.

9. Alternative Critics say:
Candidates are not prepared in teaching methods and fail to meet the needs of their learners.
Candidates are disproportionately assigned to high-need areas, where students are more likely to need experienced teachers.
Candidates are more likely to leave the profession than their traditional route counterparts.

10. Making Yourself Marketable
REPUTATION
Attendance
Participation
Deadlines
Set goals for yourself
LEARN! 

11. Making Yourself Marketable
BROADEN YOUR EXPERIENCES
Volunteer
Tutor
Join professional organizations
Seek leadership positions

12. PORTFOLIO AND RESUME’ Professional portfolio
Materials reflective of your qualifications
Resume’
Credentials folder—transcript, letters of recommendation, conference certificates, etc.

13. INTERVIEWING How to stand out:
Knowledge of content and understanding how students learn
Classroom Management/Organization
Making standards meaningful to students
Variety of life experiences
Ability to work with others
Flexibility

14. INTERVIEWING Remember: Be on time Dress appropriately
Speak clearly and use good grammar
Be ready to communicate:
Reasons for wanting to teach
Reasons for wanting to teach in a particular school
Philosophy of education

15. ASSESSING PROSPECTIVE SCHOOLS
Consider:
Teacher morale/efficacy
Commitment and leadership of the principal
School Mission
School Climate
Physical Space
Student Behavior

16. New Teacher Survival Classroom Management

17. LIFELONG LEARNING AND PROFESSIONAL DEVELOPMENT
Become a teacher leader
Actively serve on curriculum and/or behavior committees
Professional Organization memberships
National Board Certification

18. Entry Slip
What factors should determine teacher salaries?

19. Merit Pay
At your tables, assign roles: note-taker, time-keeper, reporter
read the assigned article regarding merit pay.
Each person should annotate the article and participate in discussion