Developing as a Professional

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Developing as a Professional
ED 1010 January 20-22, 2009
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Beginning Teachers Beliefs

• When I begin teaching, I will be a better teacher
  than most of the teachers now in the field.
• As I gain experience in teaching, I expect to
  become more confident in my ability to help
  children learn.
• The most effective teachers are those best able
  to clearly explain the content they teach their
  students.

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Beginning Teachers Beliefs (continued)

• I will learn about most of the important aspects
  of teaching when I get into a classroom.
• If I thoroughly understand the content Im
  teaching, Ill be able to figure out a way of
  getting it across to students.
• Unfortunately, these beliefs are incorrect and
  can interfere with beginning teachers
  professional development.

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Typical Requirements of Traditional Licensure

• Bachelors degree
• Competency test for basic skills
• Test of professional knowledge
• 35 states use PRAXIS
• 15 states use their own tests

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Alternative Licensure

• Requirements
• Bachelors degree
• Licensure test(s)
• Brief intensive clinical experience
• Supervised teaching internship

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Alternative Licensure (continued)

• Advantages
• Often a quicker route into the classroom
• Targets high-teacher-need areas like math,
  science, special education, and urban teaching
  positions
• Disadvantages
• Can be sink-or-swim, with high attrition rates
• May not include crucial mentoring and supervision
  assistance

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Developing a Professional Reputation

• Often required for letters of recommendation
• Related to conscientious work in classes
• Time to begin developing is NOW

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Where Are the Jobs?

• Geographygrowth areas in the South and West
• Urban and rural districts
• Specific content areas
• Science (especially chemistry and physics)
• Math
• Special education
• English language learning
• Spanish (major or minor)
• Be practical and flexible

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Interviewing What Are Districts Looking For?

• Knowledge of content area(s) as well as knowledge
  of how to help students learn
• An understanding of how to organize and manage a
  classroom
• A sincere interest in making a difference in
  students lives
• A variety of life experiences
• The ability to work with others
• Adaptability and flexibility

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Assessing a Prospective School Things to Look For

• Commitment and leadership of the principal
• School mission
• School climate
• The physical plant
• The behavior of students
• Community support
• An induction program for teachers

Resume and Interview Practice
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Competition for Minority Teachers

• Cultural minorities under-represented in teaching
  force (12 of teachers versus 33 of students)
• Serve as role models
• Help make homeschool connections
• Provide alternate perspectives on effective
  instruction for cultural minority students

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Survival Skills for the First Year of Teaching

• Organization maximizes time, which is always in
  short supply
• Classroom management 1 concern of beginning
  teachers
• Effective instruction increases motivation and
  decreases management problems
• Knowing students shows caring and helps create
  productive learning environment

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Induction Programs

• Induction programs target specific needs of
  beginning teachers
• Classroom management
• Organization
• District rules and procedures

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Mentoring Programs

• Mentors are experienced teachers who act as
  guides and provide
• Emotional support
• Assistance with mundane tasks like recordkeeping
  and grades
• Feedback based on classroom observation

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Teacher Evaluation

• Formative designed to provide helpful feedback
• Summative designed to make administrative
  decisions about retention and promotion
• Find out WHAT and HOW at the beginning of your
  first year of teaching!

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Career-Long Professional Development

• Membership in professional organizations
• Become a teacher-leader
• Serve on curriculum committees
• Help establish policies on professional issues
• Write grant proposals
• Arrange school-business partnerships
• Facilitate school-to-work activities
• Action research
• National Board Certification

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Issue Debates

• Your group will have three minutes to present
  your viewpoint.
• You will have one minute for rebuttal.
• You have the remainder of the class time to talk
  in your group and give assignments.
• You will also have the first 20 minutes of the
  period on Thursday.