2. Becoming a Teacher Ninth Edition Forrest W. Parkay Revisions – Michael Immerman Chapter 13 (22 slides) Becoming a Professional Teacher Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

3. 13-2 Focus Questions 1. Why is your induction into teaching important? 2. What can you learn from observing in classrooms? 3. How can you gain practical experience for becoming a teacher? 4. How can you develop your teaching portfolio? 5. How can you benefit from having a mentor? 6. What opportunities for continuing professional development will you have? 7. What new leadership roles for teacher are emerging? 8. How do teachers contribute to educational research? 9. How are teachers providing leadership for school restructuring and curriculum reform? 10. What can you expect as a beginning teacher? 11. How will your performance as a teacher be evaluated? Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

4. 13-3 Why is your induction into teaching important? Due to problems and concerns that new teachers experience school districts and states have developed induction programs Induction programs provide beginning teachers with continued assistance during the first year of teaching Induction programs have the following purposes Improve teaching performance Increase retention of beginning teachers Promote personal and professional well being Satisfy mandated requirements Transmit the culture of the school to beginning teachers Induction is the logical extension of your NMHU 3 F B experiences. Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

5. 13-4 NMHU induction program – Field Base Experiences – F B I F B I – 30 hours of observation Field-based 1, which requires 30 hours of observation in a variety of classrooms, helps you to examine education in a variety of classrooms, schools, and grade levels to assist you in determining your preferred grade, school, etc. You may be asked to assist with small groups, grade papers, develop bulletin boards, create instructional materials, collect anecdotal data, etc. Presentation Title runs here l 00/00/00

6. 13-5 NMHU induction program – Field Base Experiences – F B II F B II – 60 hours of observation and tutoring/ small group instruction Field-based 2, is an extension of Field-based 1, and requires passage of the NMTA Content Area Exam before completing the course. You will observe a total of 60 hours, focusing on curriculum, classroom management, and teaching strategies in your area. In addition to observation, you will do some preliminary teaching. Passage of the NMTA Basic Skills Exam is required in order to formally apply to the SOE Presentation Title runs here l 00/00/00

7. 13-6 NMHU induction program – Field Base Experiences – F B III F B III – full time – normally one semester in public/ private school environment Field-based 3, also known as Student Teaching, is a full-time commitment to a single classroom or two classrooms, in the case of double majors, in which you will gradually assume the duties of a teacher under the supervision of a Master Cooperating Teacher (provided by public/ private school) and a University Supervisor (provided by the university). This series of classes is designed to increase your participation in the classroom, while learning the everyday activities contained with the teaching environment. Presentation Title runs here l 00/00/00

8. 13-7 What can you learn from observing in classrooms? Field Experiences classroom observations and work in the classroom, required by colleges Technology and Classroom Observations Distance Learning use of technology such as video transmissions that allow students to receive instruction at multiple sites, and now allows pre service teacher to observe classroom settings off campus as a group Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

9. 13-8 What can you learn from observing in classrooms? Focused Observations focused notices of differences in communications, behaviors, lessons in the classroom Observation tools – Informal qualitative descriptions – Formal quantitative checklists – Observation of various classroom management techniques Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

10. 13-9 How can you gain practical experience for becoming a teacher? Tutoring Video Practical Interaction with faculty, staff and students Classroom Aides Student Teaching Student teaching journal (F B II) Reflective teaching logs (FB II) Substitute Teaching (to become of substitute in certain districts in NM you must be “on the district’s sub list”). Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

11. 13-10 How can you gain practical experience for becoming a teacher? Classroom Experiences Microteaching – brief single concept lessons taught to a small group of students Teaching simulations – analysis of written or filmed teaching situations Colleges and districts are experimenting with Virtual Reality (VR) to increase effective teaching skills NMHU GNED 410 – videotaping and assessment of lesson presented by the student. NMHU GNED 410 – taped student lessons with examination by your classmates Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

12. 13-11 How can you gain practical experience for becoming a teacher? Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved Advantages of Substitute Teaching Gain experience, confidence and techniques Compare and contrast different schools Become better prepared for interviews Networking teachers/ principals Chance to see and hear of job openings Learn about politics of schools Choose days to work Disadvantages of Substitute Teaching Low Pay No benefits Lack of organized structure to improve conditions May not be welcomed Must adapt quickly to different philosophies Lack of continuity

13. 13-12 How can you develop your teaching portfolio? Professional Portfolio – collection of work that documents accomplishments in the area of professional practice NMHU – Chalk and Wire during F B III semester Contents Lesson Plans Communications sent Resume’ Uses Establish growth Reflection and goal setting Vehicle for collaboration and demonstrating knowledge Interview tool Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

14. 13-13 How can you benefit from having a mentor? Finding a Mentor Mentoring – one to one teaching from a more experienced teacher to the protégé Will provide moral support, serve as a model, provide “tips” and written templates Required by several NM districts and NMHU for junior faculty Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

15. 13-14 What opportunities for continuing professional development will you have? Reflection and Self-Assessment for Professional Growth Teacher Workshops In-service workshops (APS 3 days each calendar year) Teacher Centers Provide atmosphere and location for increased understanding and sharing of resources Several districts have professional development days throughout the semester for instructional planning NM Curriculum Libraries – located at universities throughout the state – NMHU has the Northeastern library Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

16. 13-15 What opportunities for continuing professional development will you have? Professional Development Schools (PDSs) NMHU – LV and Rio Rancho have participating schools classes will meet in the public school rather than the univ. School-university partnerships Linking school restructuring and reform of teacher education Provide the following opportunities ○ Learning programs for diverse students ○ Practical thought provoking preparation for novice teachers ○ New understanding and professional experience for veteran teachers ○ Research adds to knowledge for all to make schools more productive Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

17. 13-16 What opportunities for continuing professional development will you have? Supervising and Mentoring of Student Teachers Veteran teachers must rethinking their own teaching, justify and strive to continue learning. Allows for experience which will result in possible administrative (promotion) positions Veteran teachers may become introduced to advances in technology by “new” teachers Graduate Study Required to maintain certification NM 3 Tiered system – professionalism = pay increase Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

18. 13-17 What new leadership roles for teacher are emerging? Teacher Involvement in Teacher Education, Certification and Staff Development Teachers are serving as mentors Teachers are designing in-services Teachers are becoming board certified to meet high standards and improve education Teacher-Leaders Teacher assuming greater leadership in organizations Writing grants Organizing staff development Creating connections with community and area colleges Hybrid Teachers – “face to face” and TV instruction – learning technology and its impact in the classroom Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

19. 13-18 How do teachers contribute to educational research? Teacher Researcher – professional teacher who conducts classroom research to improve teaching Conducting Classroom Action Research Action Research – classroom based study by teachers, to improve instruction based upon a hypothesis in your classroom Identified Question Observation Reflection Hypothesis Test Cooperation between professors and teachers – example sitesforteachers.comsites4teachers.com Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

20. 13-19 How are teachers providing leadership for school restructuring and curriculum reform? Leadership and Collaboration for School Reform Examples: Participating in Professional Teacher Organizations Taking part in school decisions Writing Standards Sharing Ideas Mentoring Personnel Decisions Improving Facilities and Technology Working with parents Creating Community, Business and College Partnerships Being Community Leaders Becoming Involved Politically Being Visible and communicating positive information Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

21. 13-20 What can you expect as a beginning teacher? First Day Set high standards the first day Create pleasant learning climate Gain advice from Experienced Teachers (various websites) Plan Extra Activities Personalize the day and activities Don’t put all effort into first day – plan a smooth year Have lesson plans in reserve if intended lessons are too brief for specific day (example papertoys.com) Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

22. 13-21 How will your performance as a teacher be evaluated? Quantitative and Qualitative Evaluation Quantitative - paper pencil rating forms used by supervisors to record events or behavior objectively in number and frequency Qualitative –written open ended narrative descriptions of classroom events in terms of qualities, subjective Action research – based upon your classroom instruction (example – timed test vs. untimed test) == is there a difference) (example – grading with a green pen vs. a red pen) Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved

23. 13-22 How will your performance as a teacher be evaluated? Clinical Supervision Supervisor follows 4 step model with the student teacher – Preconference – Observation – Analyzes and Interprets Data – Post Conference – NMHU F B III – 3 observations from U.S. 4 observations from C.T. Evaluation forms are available from Field Base Experiences office in SOE Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007 Pearson Education, Inc. All Rights Reserved