1. Table 13.1 Making Yourself Marketable 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 ©2005 by Pearson Education, Inc. All Rights Reserved Introduction to Teaching: Becoming a Professional, 2 nd Edition Kauchak and Eggen

2. Table 13.2 Projected Changes in Public School Student Enrollment by Grade Level and Geographic Area (1998-2008) +28.6%+10.8%West +16.3%+3.2%South +1.5%-4.1%Midwest +11.9%-3.8%Northeast Grades 9-12Grades K-8 Source: From Projection of Education Statistics to 2008 (p. 17), National Center for Education Statistics, 1998, Washington, DC: Author. ©2005 by Pearson Education, Inc. All Rights Reserved Introduction to Teaching: Becoming a Professional, 2 nd Edition Kauchak and Eggen

3. Figure 13.2 A Sample Résumé Your name Your address Your phone number Your e-mail address Education (Most recent first) Year:Degree (for example, B.S. in Education) College or University Major Minor(s) Year:Previous college or university coursework Year:High School Teaching Experience (Most recent first) Dates:Substitute teaching Name of school Dates:Internship Name of school Dates:Field experience Name of school Work Experience (Most recent first) Dates:Employer, job title Responsibilities Extracurricular Activities and Interest Organizations to which you belong (Highlight leadership positions) Volunteer work (dates) Hobbies Honors and Awards Scholarships, grants, honor societies References You might write “available on request” or you may include names and addresses. (If names and addresses are included, be sure that you have first obtained permission to use the person as a reference.) ©2005 by Pearson Education, Inc. All Rights Reserved Introduction to Teaching: Becoming a Professional, 2 nd Edition Kauchak and Eggen

4. Table 13.3 Guidelines for Interviewing Effectively 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 ©2005 by Pearson Education, Inc. All Rights Reserved Introduction to Teaching: Becoming a Professional, 2 nd Edition Kauchak and Eggen

5. Accomplished teachers contribute to the effectiveness of the school, and they work collaboratively with their colleagues. Accomplished teachers evaluate school progress, and they utilize community resources. Accomplished teachers work collaboratively with parents, and they involve parents in school activities. 5. Teachers are members of learning communities. 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. DescriptionProposition Source: Reprinted with permission from the National Board for Professional Teaching Standards. What Teachers Should Know and Be Able to Do, 1994. All rights reserved. Table 13.4 Propositions of the National Board for Professional Teaching Standards