Chapter 1
 

 
CHAPTER 1
CHAPTER 2
CHAPTER 3
CHAPTER 4 
CHAPTER 5
CHAPTER 6
CHAPTER 7
CHAPTER 8 
CHAPTER 9 
CHAPTER 10
CHAPTER 11
CHAPTER 12
CHAPTER 13
CHAPTER 14
100 action 

 

I will state the objectives and outline your reading of Chapter 1. 


A TEACHING CAREER

 OBJECTIVES

After reading this chapter, you will be able to:

  • Identify the characteristics of professions and develop arguments for or against declaring teaching a profession.
  • Articulate the role demographics play in determining teacher supply and demand and identify areas in which teachers will be in high demand over the next decade.
  • Identify sources of evidence to show that you are developing the knowledge, skills, and dispositions outline in the INTASC standards 1-10.
  • Outline the professional responsibilities of a teacher as viewed by the public, parents, and professional colleagues.
  • Identify some of the challenges that affect teachers and not other professionals and clearly articulate why you plan to pursue a teaching career.
  • Identify the basic requirements for the initial teaching license in the state in which you plan to teach, including the type of tests and other assessments that will be required.

OUTLINE

  • Standards and assessments are critical in quality assurance for professions such as teaching
  • Teaching profession includes at least three stages of quality assurance: teacher preparation program, state licensing system, and continuing professional development.
  • Reflection is one of the important characteristics of successful teachers.
 

TODAY'S TEACHERS

  • More than 3 million teachers in US
  • See figure 1.1 on page 6 - professions that provide the most benefit to society according to survey respondents.
  • 90% of Americans believe the best way to lift student achievement is to ensure a qualified teacher in every classroom.
  • See Figure 1.4 on page 7: the results of a Gallup Poll of parents and their perceptions of the most serious problems facing our schools.
  • On page 8, Table 1.1 we see the difference in views of the public and teachers on how to improve the schools.
  • Profile of US Teachers: 60% of teachers teach at elementary level, 75% of teachers are women, however in grades 9-12 46% of the teachers are male.  White teachers - 86% while the number of white students is 63%.  Median age of teachers is 44.
  • See figure 1.5 on page 13 for the demand for K-12 teachers projected through 2009.
  • Teaching field shortages: special ed., bilingual, math and science, culturally diverse teachers.


TEACHING AS A PROFESSION

  • Professional knowledge
    • Teachers must know the subjects that they will be teaching
    • Knowledge about teaching learning and the development of skills and dispositions to help students learn
      • Therefore, teacher candidates study theories and research on how students learn at different ages
      • Teachers have field experiences to hone their teaching skills.
  • Authentic assessment: an assessment procedure that uses real-world situations to assess students' ability to encounter those situations successfully, using journals, drawings, artifacts, interviews, and so on.
  • One of the primary cornerstones of the field of teaching is knowledge about teaching and learning and the development of skills and dispositions to help students learn.
  • Standards are an important part of professions.
    • Performance assessment: a comprehensive assessment system through which candidates demonstrate their proficiencies in the area being measured.
  • No Child Left Behind law in 2002 - see page 18.
  • Quality assurance continuum
    • Accreditation: NCATE - see figure 1.8 on page 19.  Accreditation provides assurance to the public that graduates of programs are qualified and competent to practice.
    • State licensure is the second step of a quality assurance system for professionals. A license to teach usually requires completion of a state approved teacher education program and passing a standardized test of knowledge.
    • See figure 1.9 on page 21 - INTASC.

 PROFESSIONAL RESPONSIBILITIES
  • Teachers' values, commitments, and professional ethics influence interactions with students, colleagues, and communities.
  • Focus on student learning - not "what I taught" but "what students learned!"
  • See listing of professional commitments and dispositions on page 23.

REFLECTING ON ONE'S PRACTICE
  • Always strive to teach better.
  • Always observe what is going on.
  • Write down your observations.
  • Analyze practice and reflection
  • Draw conclusions and formulate hypotheses and test your conclusions
  • Portfolio development see table 1.10 on page 28.
  • In order to succeed, you have to work with everyone.

CHALLENGES AFFECTING TEACHERS
  • See Table 1.2 on page 29 on average and beginning teacher salaries by region.
  • Understand salaries, inflation, and fringe benefits - page 31.

RESOURCES
  • see important listing of web sites on page 38.
CONGRATULATIONS! YOU HAVE JUST COMPLETED YOUR FIRST CHAPTER!


E-Mail: mfitzpat@stac.edu

 
St. Thomas Aquinas College, 125 Route 340, Sparkill NY 10976-1050