Becoming a High-Quality Teacher in a Changing World Chapter 13 Becoming a High-Quality Teacher in a Changing World

Perspectives on Education and Teaching Multiple perspectives on education As the world changes, new perspectives will emerge High-quality teachers, intentional about student-learning Expectations of schools tied to societal concerns Societal pressures since 1940s impact U.S. schooling Federal gov’t, increasing role in school reform Foundations of American Education, 15e Johnson, et al

Federal Gov’t Strategies Reauthorized ESEA as NCLB Mandates education practices that states must follow Sashkin and Egermeier analysis on federal involvement Fix the parts (1960s), massive curriculum projects Fix the people, teacher training, professional development Fix the school, whole-school reform models Fix the system, transform whole educational system Foundations of American Education, 15e Johnson, et al

New Agenda Education, key to addressing economic crisis American Recovery and Reinvestment Act, heavy education investments Nation’s competitiveness linked to educated population Reforms, research, all tied to improving student learning Foundations of American Education, 15e Johnson, et al

Effective Teaching Effective teaching research began in 1970s Model suggests supportive classroom climate critical Effective Schools Research also yields significant factors: Shared Vision and goals Concern about teaching and learning Purposeful teaching High expectations Home school partnership Foundations of American Education, 15e Johnson, et al

Improving Student Learning Small class sizes improve academic performance Valued added approach, invest first, measure value later Evidence based, provide up front data that practice makes a difference Foundations of American Education, 15e Johnson, et al

Measures of Accountability Kentucky Education Reform Act (KERA), at the root NCLB dramatically increased accountability indicators Test-based accountability, primary indicator, disaggregation Ranking schools, districts, states, published in media, internet Graduation rates, post-secondary enrollments Drop-out rates, schools now held accountable Foundations of American Education, 15e Johnson, et al

High-Quality School Indicators Data Driven Decision Making, use data to improve performance. Use three levels of data Tier 1: Standardized tests, once a year (typically) Tier 2: Interim assessments, district or school specific Tier 3: Teacher developed measures, student work School Improvement Plan, collaborative, serve as a guide Relationships and interaction among adults Foundations of American Education, 15e Johnson, et al

High-Quality School Indicators (Continued) Professional Learning Community, teachers collaborate, collegial and learn together Use multiple strategies to engage parents Strong school leader Foundations of American Education, 15e Johnson, et al

Qualities of High-Quality School Leader Principal has vision for school, students’ academic success High expectations for teachers Three leadership styles: Initiator style, focus is on what is best for students Manager style, rules-oriented, focus on getting things done Responder, relationship-oriented, trust teachers to get it done Initiator, Manager more effective Foundations of American Education, 15e Johnson, et al

High-Quality Teachers Collect evidence on how well students are doing Plan lessons, manage instruction, assess progress Reflect, before, during and after lessons Have clear philosophy of education that guides teaching Consider what is ethical, committed to students Possess content, pedagogical, and pedagogical content knowledge Foundations of American Education, 15e Johnson, et al

Three types of Knowledge Content knowledge, knowledge of subject taught Pedagogical knowledge, knowledge of curriculum, instruction and multiple ways to assess Pedagogical content knowledge, applying content, pedagogy and engaging real students Foundations of American Education, 15e Johnson, et al

Perceptions of Change Teachers have various concerns about change Concerns unfold before, at beginning, at various phases of change process Researchers group concerns into four categories: Unconcerned, focus on other things unrelated to the reform Self, uncertainty about what is demanded, need information Task, concern is about time, logistics, coordination of tasks Impact, concern for how change will impact student learning Foundations of American Education, 15e Johnson, et al

Resources for New Teachers New Employee Workshop, basic human resources details New Teacher Orientation, address teacher-related questions Assigned Teacher Mentors, expert teacher, provides advice Colleague/Informal Mentor, another supportive teacher School-Based Specialist, sp. education, technology, ELL Deans and Administrators, possible resource Foundations of American Education, 15e Johnson, et al

Technology in the Future Technology rapidly changing Teachers might be unsure how to implement new forms Students might be early adopters, creative District policies may lag behind new technologies Foundations of American Education, 15e Johnson, et al

Teaching in Tennessee To become a teacher in TN, look here http://www.tennessee.gov/education/lic/license.shtml A transitional license may be obtained http://www.tennessee.gov/education/lic/trans.shtml Teachers must be highly qualified (HQ) and more information about this can be found at http://www.tennessee.gov/education/nclb/doc/NCLB_ImpPlan_08_18_05.pdf