1. Developing as a Professional
EDUC Chapter 2

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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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!

16. 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