Donald Kauchak and Paul Eggen Introduction to Teaching Becoming a Professional, 2e Donald Kauchak and Paul Eggen ©2005 by Pearson Education, Inc. All Rights Reserved

Table 1.1 Responses to Interest in Teaching Inventory 3 5.5 Self-growth 9 5 5.0 Influence of teachers 8 4 5.4 Content interest 7 2 6.3 Value to society 6 1 6.4 Work with youth 2.6 Other careers not considered 4.0 Summer vacations 3.9 Family influence 4.3 Job security Survey Rank Average Response of Students Item Focus Item Introduction to Teaching: Becoming a Professional, 2nd Edition Kauchak and Eggen ©2005 by Pearson Education, Inc. All Rights Reserved

Table 1.2 Beginning and Average Teacher Salaries for Each State Introduction to Teaching: Becoming a Professional, 2nd Edition Kauchak and Eggen ©2005 by Pearson Education, Inc. All Rights Reserved

Table 1.2 (continued) Beginning and Average Teacher Salaries for Each State Introduction to Teaching: Becoming a Professional, 2nd Edition Kauchak and Eggen ©2005 by Pearson Education, Inc. All Rights Reserved

Table 1.2 (continued) Beginning and Average Teacher Salaries for Each State Introduction to Teaching: Becoming a Professional, 2nd Edition Kauchak and Eggen ©2005 by Pearson Education, Inc. All Rights Reserved

Table 1.3 The INTASC Principles The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being. 10. Partnership The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. 9. Commitment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 8. Assessment The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 7. Planning The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 6. Communication skills The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 5. Motivation and management The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. 4. Strategies The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 3. Adapting instruction The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development. 2. Learning and human development The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 1. Knowledge of subject Description Principle Source: From Interstate New Teacher Assessment and Support Consortium. (1993). Model standards for beginning teacher licensing and development: A resource for state dialogues. Washington, DC: Council of Chief State School Officers. Reprinted by permission. ©2005 by Pearson Education, Inc. All Rights Reserved

Figure 1.1 Dimensions of Teacher Professionalism Introduction to Teaching: Becoming a Professional, 2nd Edition Kauchak and Eggen ©2005 by Pearson Education, Inc. All Rights Reserved