1. 1 Chapter 2 Developing as a Professional

2. 2 Beginning Teachers’ Beliefs When I begin teaching, I will be a better teacher than most of the teachers now in the field. As I gain experience in teaching, I expect to become more confident in my ability to help children learn. The most effective teachers are those best able to clearly explain the content they teach their students.

3. 3 Beginning Teachers’ Beliefs (continued) I will learn about most of the important aspects of teaching when I get into a classroom. If I thoroughly understand the content I’m teaching, I’ll be able to figure out a way of getting it across to students. Unfortunately, these beliefs are incorrect and can interfere with beginning teachers’ professional development.

4. 4 Typical Requirements of Traditional Licensure Bachelor’s degree Competency test for basic skills Test of professional knowledge –35 states use PRAXIS –15 states use their own tests –Check the text’s Companion Website to see which applies to the state you’ll be teaching in.

5. 5 Alternative Licensure Requirements –Bachelor’s degree –Licensure test(s) –Brief intensive clinical experience –Supervised teaching internship

6. 6 Alternative Licensure (continued) Advantages –Often a quicker route into the classroom –Targets high-teacher-need areas like math, science, special education, and urban teaching positions Disadvantages –Can be sink-or-swim, with high attrition rates –May not include crucial mentoring and supervision assistance

7. 7 Developing a Professional Reputation Often required for letters of recommendation Related to conscientious work in classes Time to begin developing is NOW

8. 8 Building a Portfolio and Résumé A portfolio is a collection of work that demonstrates your growth as a developing professional A résumé provides an overview of a candidate’s job qualification and work experiences (sample found on p. 47 of text)

9. 9 Creating a Credentials File Contains –Résumé –Position sought –Courses taken and grades –Letters of recommendation –Performance evaluations of college supervisor and student teaching cooperating teacher Maintained and sent by college or university placement center

10. 10 Successful Letter of Application Serves as cover letter for résumé States type of position sought Highlights key elements of résumé Details availability dates for an interview Model letter found on text p. 48

11. 11 Where Are the Jobs? Geography—growth areas in the South and West Urban and rural districts Specific content areas –Science (especially chemistry and physics) –Math –Special education –English language learning –Spanish (major or minor) Be practical and flexible

12. 12 Interviewing: What Are Districts Looking For? Knowledge of content area(s) as well as knowledge of how to help students learn An understanding of how to organize and manage a classroom A sincere interest in making a difference in students’ lives A variety of life experiences The ability to work with others Adaptability and flexibility

13. 13 Interviewing: Frequently Asked Questions Why do you want to teach? Why do you want to work in this school? What is your philosophy of education? How would you motivate unmotivated learners?

14. 14 Interviewing:Frequently Asked Questions (continued) How would you plan for classroom management? How would you handle an incident of misbehavior? How would you organize a unit on a topic in your area? How would you involve parents/caregivers in their children’s education?

15. 15 Assessing a Prospective School: Things to Look For Commitment and leadership of the principal School mission School climate The physical plant The behavior of students Community support An induction program for teachers

16. 16 Advantages of Private School Employment May not require teaching license Smaller schools with less bureaucracy Smaller classes Focused mission Greater parental involvement

17. 17 Disadvantages of Private School Employment Lower salaries –30% lower for new teachers –40% lower for veteran teachers Benefits (retirement, medical, dental) may not be as great Resources and facilities may not be as good

18. 18 Competition for Minority Teachers Cultural minorities under- represented in teaching force (12% of teachers versus 33% of students) Serve as role models Help make home–school connections Provide alternate perspectives on effective instruction for cultural minority students

19. 19 Survival Skills for the First Year of Teaching Organization: maximizes time, which is always in short supply Classroom management: #1 concern of beginning teachers (see Chapter 11) Effective instruction: increases motivation & decreases management problems Knowing students: shows caring & helps create productive learning environment

20. 20 Induction Programs Induction programs target specific needs of beginning teachers –Classroom management –Organization –District rules and procedures

21. 21 Mentoring Programs Mentors are experienced teachers who act as guides and provide –Emotional support –Assistance with mundane tasks like recordkeeping and grades –Feedback based on classroom observation

22. 22 Teacher Evaluation Formative: designed to provide helpful feedback Summative: designed to make administrative decisions about retention and promotion Find out WHAT and HOW at the beginning of your first year of teaching!

23. 23 Merit Pay Takes several forms –Based on individual teacher’s student achievement –Entire school rewarded for student achievement –Principal evaluations or teaching artifacts –Extra salary for teaching in high- need areas

24. 24 Merit Pay (continued) Arguments for –Excellence should be rewarded –Money can attract teachers to high-need areas Arguments against –Divisive, damaging morale –Systems not validated by research

25. 25 Career-Long Professional Development Membership in professional organizations (see text p. 60) Become a teacher-leader –Serve on curriculum committees –Help establish policies on professional issues –Write grant proposals –Arrange school-business partnerships –Facilitate school-to-work activities

26. 26 Career-Long Professional Development (continued) Action research National Board Certification