2. Becoming a Teacher Ninth Edition Forrest W. Parkay Revisions – Michael Immerman Chapter 2 – (21 slides – rev 2012) Today’s Teachers ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

3. 2-2 Focus Questions Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved 1. Who are today’s teachers? 2. What do teachers do in the classroom? 3. What knowledge do today’s teachers need? 4. To what extent is teaching a full profession? 5. To what professional organizations do teachers belong? 6. How do teachers participate in their learning communities? 7. How do teachers participate in teacher collaboration?

4. 2-3 Who are today’s teachers? Teaching is the largest profession in the US 3.5 million teachers in U.S Majority of teachers are Caucasian, married & female Elementary Teachers Teach K – 6 th. (Elem. license in NM K – 8) Must pass NMTA middle school content test to teach subject) May team teach or teach multi-age classes in smaller districts (example Roy 3 + 4 grades in one classroom) Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

5. 2-4 Major Demographic Changes – 1971 - 2006 Presentation Title runs here l 00/00/00 2-1 Category‘71 %’06 % M.A. degree2760 White8887 Female6670 Experience8 yrs15 yrs Urban schools3428 SPED13 Single2013

6. 2-5 Traditional School Teachers Presentation Title runs here l 00/00/00 2-1 Pre – K (early childhood education) – Elem. Ed. (age or multiage classrooms) Middle School –(self contained or dep’t.) High School– (dep't./ ability or performance) math department of remedial department NMHU programs Early Childhood Ed. - major Dual (Elem and Sped) – major Elem. Ed. – major Mid Level Ed. – none SPED - major Sec. Ed. - minor

7. 2-6 Non-traditional School Teachers Private School/ Religious Teachers Charter School Teachers Alternative School Teachers Magnet School Teachers Specialized Teachers Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

8. 2-7 Teachers in Specialized Areas Art Teachers Music Teachers Vocational Teachers Physical Education Teachers Special Education Teachers English Language Learners (ELL) Teachers Hearing Impaired Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

9. 2-8 What do teachers do in the classroom? Teach content and establish classroom culture/ classroom management design Assign tasks, assess, praise, encourage and lecture Serve as Role Model Serve as Problem Solver Serve as Reflective Thinker PIE design PDSA design Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

10. 2-9 PIE and PDSA designs – reflection thinking PIE (Immerman) PDSA (Edw. Deming) 2-1 Becoming a Teacher: Parkay

11. 2-10 What Knowledge and Skills Do Today’s Teachers Need? Knowledge of Self Knowledge of Students Knowledge of Subject Knowledge of How to Use Educational Theory and Research Knowledge of How to Integrate Technology Into Teaching Reflection and Problem Solving - Knowledge of just one of the previous categories is not enough for teaching Reflection and Problem Solving will guide you in how to use your knowledge Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

12. 2-11 Knowledge of Self Presentation Title runs here l 00/00/00 2-1 Teachers’ personal insight and self-acceptance are prerequisites for helping students know and accept themselves Teachers need to be able to tolerate ambiguities Teachers must be able to accept criticism Teachers can experience loneliness and isolation

13. 2-12 Knowledge of Students Presentation Title runs here l 00/00/00 2-1 Student character such as aptitudes, talents, learning styles, stage of development, and readiness to learn new material. Considerable understanding of children and youth is essential. Without it, teaching efforts can be counterproductive Teachers’ expectations of students directly affect student achievement

14. 2-13 Knowledge of Subject Presentation Title runs here l 00/00/00 2-1 Individuals outside the field of education expect teachers to be a ready reference for all kinds of information Knowledge of subject does not translate into an understanding of how to share that knowledge with others Being able to teach requires more than content knowledge, it requires pedagogical knowledge

15. 2-14 Knowledge of Ed. Theory and Research & application of research into theory and practice Presentation Title runs here l 00/00/00 2-1 Teachers need to know how and why a strategy works Educational research is not done to develop a cookbook approach to student learning. It provides teachers with rules of thumb that guide their practice Educational research works best when it is developed to help practitioners to use their heads.

16. 2-15 Knowledge of Technology Presentation Title runs here l 00/00/00 2-1 Teachers must have the ability to integrate technology into their teaching Examples Smart Boards Microsoft PowerPoint for presentations Microsoft Excel for grading Rubrics for grading E portfolios

17. 2-16 To What Extent Is Teaching a Full Profession? Characteristics of the Profession Institutional Monopoly of Services Generally only licensed teachers may teach in an accredited environment (Pueblo schools adhere to NM license requirements) Teacher Autonomy Generally a “behind the door” environment Years of Education and Training Pre service experience and pay linked to experience Providing an Essential Service A vital service to society Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

18. 2-17 To What Extent Is Teaching a Full Profession? Presentation Title runs here l 00/00/00 2-1 Degree of Self Governance Generally individual school design of programs Professional Associations Individuals have professional development (NCTM etc.) Professional Knowledge and Skills Efforts to improve performance (Nat. Bd. for Pro. Teaching Standards) & NM 3 tiered system Public Trust Increased examination of performance by society (teachers and students) Prestige, Benefits, and Pay 1.Society – 2009 – 69% public favored increase in pay

19. 2-18 To What Professional Associations Do Teachers Belong? National Education Association (NEA) American Federation of Teachers (AFT) National Education Association Federation of Teachers (NEAFT) Partnership Other Professional Organizations Phi Delta Kappa (Carolyn Newman – NMHU) ASCD (formerly the Association for Supervision & Curriculum Development) Specific Subject Areas Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

20. 2-19 How Do Teachers Help To Build Learning Communities Within Their Schools? Learning Community students, parents, staff and administrators working together for the benefit of student success. Relationships with Students Relationships with Colleagues & Staff Relationships with Administrators Relationships with Parents or Guardians Community Relations Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

21. 2-20 How Do Teachers Participate in Teacher Collaboration? Collaboration meaningful authentic relationships among professionals Collaboration should: Be voluntary Have parity Have a shared goal Have shared responsibility Have shared accountability Has shared resources Have decision making, trust, and respect Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

22. 2-21 How Do Teachers Participate in Teacher Collaboration? Peer Coaching Staff Development Team Teaching Co-Teaching Mentoring Master Teacher Designations NMHU – Department Chairs) Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved