1. INTRODUCTION, CHAPTER 1, AND CHAPTER 2 BY: BERNADETT (DEE DEE) CACERES AND GREGORIO ARELLANO JR. WHAT IS A MASTER TEACHER?

2. INTRODUCTION ACADEMIC KNOWLEDGE AND PEDAGOGY MISCONCEPTIONS  EVERYBODY BELIEVES THEY ARE EXPERTS  SAT IN A CLASSROOM FOR YEARS  TAUGHT/TEACH THEIR OWN CHILDREN  EVERYONE LEARNS THE WAY THEY LEARN  IF IT WORKED FOR ME, IT WILL WORK FOR THEM.

3. INTRODUCTION ACADEMIC KNOWLEDGE AND PEDAGOGY MISCONCEPTIONS  CONVINCED THEY KNOW HOW TEACHERS SHOULD TEACH AND HOW THE SCHOOL SHOULD OPERATE. TRUTH  THEY DO NOT HAVE THE AWARENESS, FULL UNDERSTANDING AND/OR EXPERIENCE.  TEACHING IS AN ART AND A SCIENCE

4. INTRODUCTION ACADEMIC KNOWLEDGE AND PEDAGOGY TRUTH  TEACHING IS CHALLENGING  REACH AND TEACH EVERY LEARNER…EVERY DAY! WITH ROOM FULL OF DIFFERENT STUDENTS WITH DIFFERENT ABILITIES, BACKGROUNDS, AND LIFE EXPERIENCES. WHILE COMPLYING WITH ATTENDANCE, MOTIVATING STUDENTS, DEALING WITH MISBEHAVIOR, DEALING WITH EVERY STUDENT’S UNIQUENESS, PARENTS, MEETINGS, LESSON PLANS, ETC……. MORE ACADEMIC COURSES ADDED TO CURRICULUM LONGER SCHOOL DAY EXTENSIVE ASSESSMENTS TO GUARANTEE HIGHLY QUALIFIED PRESSURE OF BEING MEASURED BY STUDENT ASSESSMENT RESULTS WITHOUT PROPER TRAINING AND/OR SUPPORT

5. INTRODUCTION ACADEMIC KNOWLEDGE AND PEDAGOGY TRUTH  EMPHASIS ON TEST SCORES – “ACHIEVEMENT AT ALL COSTS”  STUDENTS MUST FIT TO CURRICULUM NEEDS NOT CURRICULUM MUST FIT TO STUDENT NEEDS.  PE, VISUAL ARTS, & PERFORMING ARTS HAVE BEEN REDUCED EVEN PHASED OUT - CRITICAL TO STUDENT DEVELOPMENT.  EXTRA TIME AND REQUIREMENTS IN READING, SCIENCE, AND MATH HAVE BEEN ADDED. THIS FOCUS IS NOT WORKING (RENZULLI, N. D; FORD, HOWARD, HARRIS, & TYSON, 2000)  WE HAVE FAILED TO BALANCE THE ACADEMIC AND HUMAN SIDE OF TEACHING.

6. INTRODUCTION THE “GUILD” ASSOCIATIONS BASED AND SPECIFIC TRADES – MASONS, CARPENTERS, CARVERS, ETC..  HAD TO KEEP A HIGH LEVEL OF QUALITY ASSURANCE – GUILD’S AND TOWN’S REPUTATION DEPENDED ON IT  GUILDS WERE MADE UP OF EXPERIENCED AND CONFIRMED EXPERTS IN THEIR FIELD, MASTER CRAFTSMEN.

7. INTRODUCTION THE “GUILD”  MASTER CRAFTSMEN  FIRST, APPRENTICE EMPLOYED BY A MASTER FOR 5 TO 9 YEARS  SECOND, JOURNEYMAN HAD TO PRODUCE A QUALIFYING SKILL OR WORK HAD TO BE CERTIFIED BY GUILD OR THE MASTER TRAVEL TO OTHER TOWNS AND COUNTRIES TO LEARN FROM OTHER MASTERS  THIRD, MASTER CRAFTSMAN HAD TO PRODUCE A MASTERPIECE THAT WOULD SATISFY THE MASTER OF THE GUILD FULL MEMBERS OF THE GUILD

8. CHAPTER 1 WHAT IS A MASTER TEACHER? WHY WE NEED TO KNOW  EDUCATE ALL CHILDREN TO HIGH LEVELS. WE MAKE OR BREAK STUDENTS.  PRESSURE FOR TEACHERS AND STUDENTS TO LEARN HAS REACHED THE HIGHEST LEVEL IN THE HISTORY OF THE WORLD. THIS FOCUS IS NOT GOING TO DIMINISH.  WORLD NEEDS A HIGHLY EDUCATED AND COMPETITIVE WORKFORCE.  TO INSPIRE ASPIRING TEACHERS TO WANT TO BECOME ONE.  KNOW HOW TO DEVELOP OUR CURRENT TEACHING FORCE.

9. WHAT IS A MASTER TEACHER? ANCHOR CHART ACTIVITY

10. CHAPTER 1 WHAT IS A MASTER TEACHER? ATTAINING MASTER TEACHER STATUS IS A PROCESS (PAGE 1 -3 OF WORKBOOK)  LEVELS  I - FOUNDATIONAL TEACHER  II - SKILL BASED TEACHER  III - ACCOMPLISHED TEACHER  IV - TRANSFORMATIONAL TEACHER  V - MASTER TEACHER

11. CHAPTER 2 THE RESEARCH MASTER TEACHER STARTS WITH A BELIEF SYSTEM. TEACHER BELIEFS LEADS TO KNOWLEDGE ACQUISITION LEADS TO BETTER PRACTICES LEADS TO MASTER TEACHING CONTINUOUS LEARNIING

12. CHAPTER 2 THE RESEARCH CORE BELIEFS  1. THE MASTER TEACHER BELIEVES THAT TEACHING IS BOTH AN ART AND A SCIENCE AND IS AFFECTED BY BOTH TEACHER ATTITUDES AND SKILLS.  2. THE MASTER TEACHER’S WORK BEGINS WITH AND IS SUPPORTED BY CORE BELIEFS ABOUT LEARNING, LEARNERS, AND THE VALUE OF TEACHING AND LEARNING TO SOCIETY AS A WHOLE.  3. MASTER TEACHERS BELIEVE THEY MUST BE STUDENT-CENTERED AND THAT ALL STUDENTS CAN LEARN.  4. MASTER TEACHERS BELIEVE THAT THEY ARE THE CATALYST FOR STUDENT LEARNING.  5. THE MASTER TEACHER IS A LIFELONG LEARNER AND A REFLECTIVE PRACTITIONER.  6. THE MASTER TEACHER IS HIGHLY EFFECTIVE WITH ALL TYPES OF LEARNERS, AND HIS OR HER STUDENTS DEMONSTRRATE THAT THEY ARE PREPARED FOR LEARNING AT THE NEXT LEVEL AS A RESULT OF HIS OR HER TEACHING.  7. THE MASTER TEACHER IS RESPECTFUL OF STUDENTS, PARENTS, AND COLLEAGUES.  8. THE MASTER TEACHER IS A MENTOR, COACH, AND ADVOCATE FOR STUDENTS AND COLLEAGUES.  9. THE MASTER TEACHER IS HIGHLY COMPETENT IN HIS OR HER SUBJECT MATTER AND IS PASSIONATE ABOUT WHAT HE OR SHE TEACHES AND FOR LEARNING AS A WHOLE. AS A RESULT, HE OR SHE ENGENDERS IN STUDENTS A PASSION FOR LEARNING.

13. CHAPTER 2 THE RESEARCH CORE BELIEFS  10. THE MASTER TEACHER BELIEVES THAT HIGH EXPECTATIONS, GOOD RELATIONSHIPS WITH STUDENTS, AND WORKING COOPERATIVELY WITH COLLEAGUES ARE VITAL KEYS TO BEING A MASTER TEACHER.  11. THE MASTER TEACHER HAS A CONCERN FOR THE WHOLE STUDENT, WHOLE SCHOOL, WHOLE DISTRICT, WHOLE COMMUNITY, AND WHOLE OF THE PROFESSION.  12. MASTER TEACHING REQUIRES KNOWING STUDENTS AS WELL AS THE TEACHER KNOWS THE CURRICULUM IN ORDER TO INSPIRE AND MOTIVATE STUDENTS AND FIT THE CURRICULUM TO STUDENTS. THIS IS VITAL BECAUSE FITTING STUDENTS TO THE CURRICULUM WILL NOT RESULT IN LEARNING FOR A LARGE PERCENTAGE OF THE CLASS.  13. THE MASTER TEACHER GIVES BACK TO THE PROFESSION IN MANY WAYS, INCLUDING BY NURTURING THE DESIRE IN OTHERS THAT THEY TOO CAN AND SHOULD ASPIRE TO BE MASTER TEACHERS.

14. YOU ARE THE CHANGE!!!!!