1. TEACHERS Becoming a Teacher Dr. Mohamed Nur-Awaleh

2. Reasons Given for Choosing Teaching as a Career Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education Reason Approximate Range for This Reason (in percentages) Desire to work with young people65-75 Value of teaching to society35-40 Interest in my subject matter35-45 Influence of family20-25 Long summer vacation15-25 Job security15-20 Self-growth and actualization10-20

3. How the Public Views Teachers and Their Work Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 1.6) Source: NEA/Gallup Public Opinion Poll, 1985.

4. Average Annual Salaries for Teachers, 1960–2000 Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 1.7) Source: National Center for Education Statistics, 1996, p. 169.

5. The Three Phases of Becoming a Teacher Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 12.2) Source: From Wise, 1995, p. 6-7.

6. Stages of Teacher Development Sadker/Sadker, Teachers, Schools, and Society (Figure 15.1) Source: Based on the work of Lillian Katz. STAGE 1: SURVIVAL Teachers move from day to day, trying to get through the week and wondering if teaching is the right job for them. Concerns about classroom management, visits by supervisors, professional competence, and acceptance by colleagues dominate their thoughts. Support and professional development at this stage are particularly critical.

7. STAGE 2: CONSOLIDATION At stage 2, the focus moves from the teacher’s survival to the children’s learning. The skills acquired during the first stage are consolidated, synthesized into strategies to be thoughtfully applied in the class. Teachers also synthesize their knowledge of students and are able to analyze learning, social, or classroom management problems in the light of individual student differences and needs. Source: Based on the work of Lillian Katz. Stages of Teacher Development (continued) Sadker/Sadker, Teachers, Schools, and Society (Figure 15.1)

8. STAGE 3: RENEWAL Once teaching skills and an understanding of student development have been mastered, and several years of teaching experience have been completed, predictable classroom routines can become comforting, or boring. Teachers at stage 2 face a decision: stay at stage 2, comfortable in the classroom but exploring little else, or move toward stage 3, renewal. In stage 3, new approaches are sought as teachers participate in regional or national professional development programs and visit successful colleagues to seek new ideas for teaching and learning. Source: Based on the work of Lillian Katz. Stages of Teacher Development (continued) Sadker/Sadker, Teachers, Schools, and Society (Figure 15.1)

9. STAGE 4: MATURITY At this stage, teachers move beyond classroom concerns and seek greater professional perspective. At stage 4, the teacher considers deeper and more abstract questions about broad educational issues: educational philosophy, ways to strengthen the teaching profession, and educational ideas that can enhance education throughout the school, region, or nation. Regrettably, many teachers never reach stage 4. Source: Based on the work of Lillian Katz. Stages of Teacher Development (continued) Sadker/Sadker, Teachers, Schools, and Society (Figure 15.1)

10. Expectations about Teaching Influence Professional Learning Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 4.1)

11. Interconnected Environments Cushner/McClelland/Safford, Human Diversity in Education: An Integrative Approach (Figure 1.1)

12. Teaching that Works Sadker/Sadker, Teachers, Schools, and Society Know their subject matter Are enthusiastic about teaching and their subject area Develop deep rather than shallow knowledge Connect new learning to prior knowledge Spend the major part of class time on academic activities Teach content at a level that ensures a high rate of success Are organized Structure learning experiences carefully Ensure that students have sufficient time to practice skills Clearly present both directions and content information GOOD TEACHERS...

13. Teaching that Works (continued) Sadker/Sadker, Teachers, Schools, and Society Maintain high student interest and engagement Actively monitor student progress Involve all students (not just volunteers) in discussions Ask both higher- and lower-order questions as appropriate to the objectives of the lesson Use adequate wait time Provide clear academic feedback Vary student activities and procedures Hold high expectations for students Have high regard for students and treat them with respect Build classroom learning communities GOOD TEACHERS...

14. Selected Personal Qualities of Effective Teachers Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 2.1) Source: After Ryan, 1960, p. 366-370. Interest in music and painting Interest in social and community affairs Early experiences in caring for and liking children Family support of teaching as a vocation Strong social service interest Superior intellectual abilities Good emotional adjustment Favorable attitudes toward pupils Enjoyment of pupil relationships Generosity in the appraisal of others Strong interests in reading and literary matters

15. Effective Teaching Skills Reed/Bergemann/Olson, In the Classroom: An Introduction to Education (Table 2.1) Sets appropriate goal levels of academic achievement Concentrates on a few dominant goals Has clear instructional focus Provides overview of lesson Explains exactly what is expected Provides for practice Gives feedback Provides for review and closure Knows how to question Motivates students Has knowledge of the subject matter Has strong general background/ understands subject at a high level Understands how children/ adolescents learn Has knowledge of ethnic diversity, recognizes racism, classism, sexism Has ability to impart instruction/ understands that different approaches are appropriate in different situations Is flexible in instructional decisions Models what is to be learned Measurable

16. Cyclical Process of Teacher Expectations Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 2.2)

17. Male and Female Teachers by Type of School: 1965-1995 Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Table 1.1) Source: After Metropolitan Life, 1995, p. 70 111515 n/a4235 546253 313430 898585 n/a5865 463847 696670 Male Elementary Middle Secondary Total Female Elementary Middle Secondary Total Year 196519841995 Gender

18. Average Annual Salaries of Public School Teachers with Projections to 2008 Sadker/Sadker, Teachers, Schools, and Society (Figure 2.3) Source: National Center for Education Statistics, Projections of Education Statistics to 2007. Washington, DC: U.S. Department of Education, 1998.

19. A Professional Continuum for Teacher Development Tozer/Violas/Senese, School and Society: Historical and Contemporary Perspectives (Exhibit 10-4) Recruitment to a teacher education program: Based on academic background and ability to work with children Preservice preparation in an NCATE- accredited school of education Initial intern license: Based on INTASC of tests of subject matter and teaching knowledge

20. A Professional Continuum for Teacher Development (continued) Tozer/Violas/Senese, School and Society: Historical and Contemporary Perspectives (Exhibit 10-4) New teacher induction: 1-2 years of early career mentoring and evaluation Continuing license: Based on INTASC performance assessments, including a portfolio of videotaped lessons, written evaluations, and student works Ongoing professional development in and out of the classroom Advanced certification: Based on NBPTS performance assessments and examinations

21. Elements of Control and Change in Teacher Education Spring, American Education (Figure 2.1) Career Ladder and National Certification Incentives for Knowledge and Skill Teacher Education and Development Based on Student and Teacher Standards and Tests Schools Organized to Prepare Students for the Global Labor Market Standards and Tests for Teaching Standards and Tests for Student Learning Needs of Global Labor Market

22. Milestones in the Birth and Growth of Teacher Associations Sadker/Sadker, Teachers, Schools, and Society (Figure 15.9) The Society of Associated Teachers of New York City becomes the country’s first teacher association. Thirty state teacher associations form. The first National Teachers’ Association is formed. In the late 1870s, this group merges with the National Association of School Superintendents and the American Normal School Association to become the National Education Association (NEA). A group of teachers from San Antonio, Texas, becomes the first to join a labor union, the American Federation of Labor (AFL). The American Federation of Teachers (AFT) is formed. The AFT has more than 10,000 members. More than 200,000 teachers belong to the NEA (up from about 7,000 in 1910). More than 30,000 teachers belong to the AFT. More than 100 strike threats are carried out. First the AFT and then the NEA take up militant tactics, including collective bargaining and strikes. Teacher organizations are involved in political action and show growing concern for increased professionalism. 1794 1840–1861 1857 1902 1916 1920s 1940s 1940s–1950s 1960s–1970s 1980s–1990s

23. A Comparison of the AFT and the NEA Spring, American Education (Table 3.1) 2,200,000 Anyone working for public school district, college, or any educational institution Coalition of American Public Employees (CAPE) Innovative schools controlled and organized by teachers 900,000 Teachers, paraprofessionals, college faculty, employees of the state and local governments, and health-care professionals Member of the American Federation of Labor (AFL- CIO) Supports standards for student conduct and academic achievement Number of Members Membership Affiliations School Reform Goals National Education Association American Federation of Teachers

24. A Comparison of the AFT and the NEA (continued) Spring, American Education (Table 3.1) Local—Chartered by national organization for teachers or other representing a single school district or educational institution State—Lobbies state legislators for school resources, concerned about state teaching standards, and pursues legal action regarding academic freedom National—holds national conventions, supports national political candidates, creates national educational reform agendas, and lobbies Congress and the President Local—Chartered by national organization for employees represented by a single employer State—State federations provide locals with services and support, lobby state legislatures, coordinate political action campaigns, and influence public policy National—Holds national conventions, supports national political candidates, creates national educational reform agendas, and lobbies Congress and the President Structure National Education AssociationAmerican Federation of Teachers

25. Elementary and Secondary School Enrollments 1970-2006 Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 1.1) Source: National Center for Education Statistics, 1996, p. 127. 19701975198019851990199520002006 5,000 10,000 15,000 20,000 25,000 30,000 35,000 Public grades K – 8 5,000 10,000 15,000 20,000 25,000 30,000 35,000 Public grades 9 – 12 Private grades K – 8 Private grades 9 – 12 Enrollment (in thousands) Fall of Year

26. Number of Elementary and Secondary Teachers 1960-1996 and Projected to 2006 Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 1.2) Source: Snyder, 1988; NEA, 1996; Housser and Gerald, 1996.

27. Public School Ratings: Percentage Awarding Schools A or B Grades Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 7.2) Source: From Rose, L. C. & Gallup A. M. (1999). “Phi Delta Kappa/Gallup Poll of the Public Attitude Toward the Public Schools.” Phi Delta Kappan, September, 41-56.

28. The Patterns of the Classroom Sadker/Sadker, Teachers, Schools, and Society Source: John Goodlad, A Place Called School (New York. McGraw-Hill, 1984). After observing in more than 1,000 classrooms, John Goodlad and his team of researchers found that the following patterns characterize most classrooms: Much of what happens in class is geared toward maintaining order among 20 to 30 students restrained in a relatively small space. Although the classroom is a group setting, each student typically works alone. The teacher is the key figure in setting the tone and determining the activities. Most of the time, the teacher is in front of the classroom teaching a whole group of students.

29. The Patterns of the Classroom (continued) Sadker/Sadker, Teachers, Schools, and Society Source: John Goodlad, A Place Called School (New York. McGraw-Hill, 1984). There is little praise or corrective feedback; classes are emotionally neutral or flat places. Students are involved in a limited range of activities—listening to lectures, writing answers to questions, and taking exams. A significant number of students are confused by teacher explanations and feel that they do not get enough guidance on how to improve. There is a decline in the attractiveness of the learning environment and the quality of instruction as students progress through the grades. Goodlad concluded that “the emotional tone of the classroom is neither harsh and punitive nor warm and joyful; it might be described most accurately as flat.”

30. How Much Time for Learning Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 6.7) Planned Time Allocated Time Engaged Time Academic Learning Time Types of Classroom Time Amount of Time

31. Mean Percentage Use of Classroom Time at Different Grade Levels Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Table 4.1) 73.2218.995.522.27 72.8920.714.392.01 77.4218.022.881.68 76.1220.391.292.20 Lower Elementary Upper Elementary Junior High Senior High InstructionRoutineBehaviorSocialLevel

32. How Teachers Spend Their Time Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Table 1.4) Source: After Metropolitan Life, 1995; Cypher & Willower, 1984. 20.6 3.4 4.5 5.0 5.1 3.8 1.3 2.7 95.4 15.9 21.0 22.9 23.6 17.4 5.9 12.7 Instruction Direct instruction Organizing Reviewing Testing Monitoring Other work with students Study hall supervision Assemblies and clubs Control and supervision Percentage of Time Total Time in MinutesActivity

33. How Teachers Spend Their Time (continued) Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Table 1.4) Source: After Metropolitan Life, 1995; Cypher & Willower, 1984. 1.0 10.0 14.6 20.0 5.3 3.5 2.7 46.5 67.5 89.8 24.6 16.2 Interaction with colleagues and others Planned meetings Unscheduled meetings Exchanges Desk and routine work Travel time Private time Percentage of Time Total Time in MinutesActivity

34. How Do Elementary Children Spend Their Class Time? Sadker/Sadker, Teachers, Schools, and Society (Figure 6.1)

35. How Do High School Students Spend Their Time? Sadker/Sadker, Teachers, Schools, and Society (Figure 6.2)