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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. Teaching in Tennessee To become a teacher in TN, look here
A transitional license may be obtained
Teachers must be highly qualified (HQ) and more information about this can be found at