1. Motivation, Preparation, and Conditions for the Entering Teacher
Chapter 1
Motivation, Preparation, and Conditions for the Entering Teacher

2. Motives for Choosing Teaching
Love of Children
Desire to Impart Knowledge
Interest In and Excitement About Teaching
Desire to Perform Service to Society
Challenge
Inspired by Favorite Teachers
Working Conditions, Pay, Benefits
Which ones fit you?

3. Need for Teacher Diversity
Fewer Minorities Teaching
Reasons for More Teacher Diversity
Positive role models
More tuned in to minority students’ learning styles
Provide help for English Language Learners
Efforts to Encourage Minorities to Enter Teaching
Increased financial aid
Better recruitment of minorities
More effective pre-college recruitment of minorities into teaching

4. Teacher Supply and Demand
Several Million New Teachers Needed
“Mini” Baby Boom and Immigration
The Graying of the Profession: Teachers Retiring
Push for Smaller Class Sizes
Reductions in Non-Certified Teachers
Expansion of Alternative Licensing Programs
Shortages in Specific Fields

5. Factors That Affect Teacher Pay
Location, Location, Location!
Years of Experience
Educational Level
NBPTS Certification
Missing Factors (for now):
Non-NBPTS performance assessments
How well a teacher’s students perform

6. Trends in Teacher Education
Alternative Licensing Programs
Trends in Pre-service Teacher Education
Earlier and More Extensive Field Experiences
Fifth-Year and Five-Year Programs
Reflective Teaching
Technology Proficiency
Preparation for Students with Disabilities
Preparation for Diverse Classrooms
Testing Teachers
Induction Programs
Quality of Teacher Preparation Programs
“Teaching at Risk”
“Ed Schools Project”
Exemplary Programs

7. Teacher Satisfaction National Survey Results
Impact of State and District Standards
“High-stakes” tests
Teaching to the Tests
Coping with Stress

8. National Reports: Impact on the Teaching Profession
A Nation at Risk (1983)
Higher entry standards
Improved teacher salaries
One more month of employment
Career ladders
Master teachers more involved in preparation of new teachers
No Child Left Behind (2001)
Teacher Quality Goals
Highly Qualified Teachers
Three requirements
Competency re-defined
New alternative licensing programs
Controversy over states’ progress

9. Standards and Assessment in Teacher Preparation
NBPTS Certification
INTASC Standards
Holmes Group Recommendations
Professional Development Schools
Reactions to National Reform Efforts