Interview

What is Special Education? 1

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Pre-Test

1. You can use the terms disability and handicap interchangeably. T/F 2. The history of special education began in Europe. T/F 3. The first American legislation that protected students with disabilities was passed in the 1950s. T/F 4. All students with disabilities should be educated in special education classrooms. T/F 5. Special education law is constantly reinterpreted. T/F

Answers can be found at the end of the chapter.

9Becoming a Teacher

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Learning Objectives After reading this chapter, you should be able to

• List your own pros and cons for choosing teaching as a career.

• Identify characteristics that distinguish most professions.

• Describe the latest developments in teacher education and certification and their implications for teachers.

• Cite ways that teachers can continue to grow as professionals.

• Summarize the roles and benefits of professional organizations.

• List the components of a teaching portfolio and the benefits of having one.

• Explain some ways to keep up to date regarding the teaching profession and its application to you.

Section 9.1Entering the Profession

Education, to me, is not theory. It is not requirements. It is not lesson plans. Education is felt. It is shared. It is a commitment to all the children of the earth[.]

—John Donnelly

At the beginning of this text, you were asked to reflect, throughout your reading, on the pros and cons of joining the teaching profession. A primary goal was to provide you with enough information to make an informed decision. As you consider whether teaching is right for you, realize that learning to teach is a developmental process. Thus, you are not expected at this time to be an expert or even to teach at the level of a professional. Having a career perspective should help you realize that becoming a teacher is a journey—not a destination. You can and should pack your suitcase and make travel plans, but remember that the process of getting there is just as meaningful as having arrived. Along the way, the pursuit of excellence (through reflection and renewal) should guide your efforts. When you devote time to thinking about your teaching and you engage in activities that help you to renew yourself, you will find that greater energy and enthusiasm result.

As you weighed the pros and cons of a career in teaching, you were asked to keep your per- sonal values and background in sight. As we have learned, self-knowledge is critical to making a wise decision. Now consider again: What do you seek in a career? What kind of career would make you happy? What prior experiences have led you to believe that you may be suited for teaching? What experiences in your background fight against your choice of a teaching career? The decision to teach, as you know, is one that no one else can make for you (although you can certainly be influenced by others).

Although we have just described a teaching career as a journey, an apt metaphor for mak- ing the decision to teach might also be stepping onto a thrilling new ride at the amusement park. The ride is unpredictable yet exhilarating. Those who choose teaching must commit to a lifelong pursuit of excellence in both living and learning. As models of the human experi- ence, teachers accompany students on this breathtaking ride as they prepare together for the future. In this chapter, consider if you are willing and able to get on board.

9.1 Entering the Profession What is a profession? Does teaching qualify as one? When you hear the word “profession,” what images come to mind? You might think of the following: advanced degrees, with diplo- mas on the wall; high standards for admission to a program of study; formally decorated offices; or titles of great respect, with nameplates on the office door. As you anticipate a career in teaching, it is important to examine the meaning you associate with the word profession. How would you define the word?

Primary Aspects of the Profession Briefly, a profession is an occupation that rests on a solid body of knowledge and requires specialized, advanced training and intellectual skills. In addition, professional organizations

Section 9.1Entering the Profession

can be expected to define themselves by their own specific commitment to ethical behavior and service to society. As applied to teaching, behaving as a professional is “characterized by the ability to make informed judgments and perform important tasks in com- plex environments. These judgments and performances are grounded in an identifiable, empirically supported knowledge base” (North Central Regional Education Laboratory, as cited in Wilke, 2003, p. 215).

Do these professionalism character- istics, then, indicate that teaching can be defined as a profession? Perhaps surprisingly, the question is one that still, after generations of debate, can- not be answered definitively. Much of the nationwide discussion and debate has taken place within the American Association of Colleges for Teacher Education (AACTE), which states:

Achieving professional consensus around matters at the core of the profes- sional enterprise has been elusive. Debates about effective preparation and ongoing professional development for teachers and other school profession- als are ongoing, and the current debates are often focused on what counts as evidence of effective programs and effective teachers. (Kinnucan-Welsch, 2010, pp. 47–48)

Necessary to future success in settling the debates will be the willingness by all stakeholders and participants to “embrace necessary reform and renewal that will firmly establish teach- ing and teacher education as a profession” (p. 48).

To define more clearly the characteristics of a profession and their debatable application to the field of education in the early 21st century, consider the following questions.

Knowledge Base Do teachers have a knowledge base? The noun profession is built on the verb form profess, meaning “to make a public declaration” or “to acknowledge.” Thus, at the foundation of a pro- fession, there must be a body of knowledge. In education, we refer to this as a knowledge base. Teachers, doctors, lawyers, and members of other professions have a specialized knowledge that members of the general public do not have. Such knowledge is acquired through a rela- tively lengthy period of education that is intellectually rigorous.

Because much of the practice of teaching has been based on personal experience and conven- tional wisdom, teachers have not always had a well-defined body of knowledge. As research continues to inform practice and these findings are disseminated through professional

michaeljung/Thinkstock Despite the rigorous training teachers must undergo before they have access to a classroom, debate over whether teaching is a profession continues to be argued.

Section 9.1Entering the Profession

literature, the knowledge base of teaching continues to be developed and refined. However, we do know that the key to teaching lies in the application of one’s knowledge. Teaching is primarily a problem-solving venture that requires both knowledge and skill. The complexity of the work of teaching sets it apart from other occupations.

Service Orientation and Ethics What is the primary orientation of teachers? A profession has a strong service orientation— providing an essential service to society and to the individual. Although there may be some practicing physicians whose primary motive is financial gain, most doctors are committed to helping maintain or restore the health of their patients. This service ideal is vital to teaching. A teacher’s primary responsibility is to serve students.

In its relationships with others, a profession is guided by ethical standards. Even though the teaching profession does not have a unified code of ethics, various education organizations, such as the National Education Association (NEA), do have such a statement. Ethical codes represent a consensus of what the members in any given profession consider to be proper principles of conduct. The following statement from the Preamble to the NEA Code of Ethics gives an overview of the importance of ethical behavior in teaching according to the NEA:

The educator, believing in the worth and dignity of each human being, recog- nizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educa- tional opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards. (NEA, 2010, para. 2)

Take a few minutes to read the National Education Association Code of Ethics (1975, amended 2010). You will find two lists of principles: one pertaining to ethical commitments to students, the other to the profession. As you read, think of specific examples applicable to each prin- ciple. The NEA Code of Ethics can be retrieved from www.nea.org/handbook.

Autonomy How much autonomy do teachers have? For the most part, teachers have freedom within the classroom to teach as they best see fit. This independence influences teachers’ level of satis- faction; overall, teachers carry out their daily duties with minimal supervision. However, as they make decisions, teachers must consider the expectations of parents and the values of the local community and school board. The freedom found in autonomy is tempered by account- ability to others.

Being able to make important decisions about one’s work is a large part of what it means to be affiliated with a profession. (See the quotation from the North Central Regional Laboratory at the beginning of “Primary Aspects of the Profession.”) However, as a group, teachers have been relatively powerless—unable to affect decisions that have an impact on their work. For example, creating the class schedule is usually handled by the school principal and counselor. In addition, selecting textbooks is typically out of the hands of individual teachers because of the existence of state-adopted lists with lengthy time periods between adoption decisions.

Section 9.1Entering the Profession

Teachers experience more self-determination in some schools than in others. The emergence of site-based school management (usually known as SBM), in the 1990s, gave educators a greater, more empowering voice in school matters. SBM governing councils might include any combination of teachers, principals, and community members. Over time, SBM proved more effective and popular in some places than others, and as a new teacher you may or may not find yourself employed at a site that practices this approach to governance.

Accountability The term for the practice of holding teachers and schools responsible for student learning is accountability. Do teachers have accountability? Thus far, we have learned that teachers are responsible to many parties for their decisions and actions; they are accountable to their stu- dents, the parents and guardians of their students, other teachers, school administrators, and the public in general. The public has entrusted its young into teachers’ hands for the purpose of education and has a right to expect results. The question arises concerning how teachers can be held accountable. The ultimate measure of accountability rests in how well students learn. Yet, how should learning be measured? Are standardized tests the optimal way? Do teachers control all the factors that affect learning and achievement? What happens to teach- ers when their students do not learn? Although it is true that teachers demonstrate a level of accountability through the learning success of their students, the problem lies in finding equitable ways to assess these results.

One way schools have quality control over instruction is through their teacher evaluation system. Teachers undergo evaluation each year (beginning teachers have more frequent evaluations than veteran teachers do). This evaluation is usually conducted by the principal; sometimes it is only a ritual encounter. Many school districts, however, are developing more meaningful ways to evaluate teachers involving the use of peer observation and portfolios. Assigning mentors to new teachers is another way to monitor teachers’ performance. In 2011, the National Education Association (NEA) voted to create an updated and equitable approach to evaluation and accountability, based on the organization’s contention that much national discussion on the topic was increasingly unfair and disrespectful to teachers. Stating that “the teaching profession is a cornerstone of society,” the NEA proposed that the creation of “high quality evaluation and accountability systems” was of the highest priority (2011, para. 1). It then laid out a full statement of the important components of such a system. See the end of this chapter under Web Resources for access to the full statement. Fairness in evaluation and accountability will be important to your successful professional life.

We conclude this section by returning to the original question: Does teaching qualify as a pro- fession? Doctors, engineers, theologians, and lawyers face no questions about their identifica- tion as professionals. However, although teachers do belong to professional associations and exercise some control over their conditions, complete autonomy does not exist. Teachers per- haps could be more solidified if they identified as a group. Many teachers identify more with their individual disciplines (e.g., mathematics, language arts, reading, or business education) than with their profession as a whole. In spite of this limitation, current reforms are moving teaching forward in the direction of a profession on the continuum. The knowledge base is constantly changing and improving, the decision-making power of teachers is increasing, and the standards for admission to teacher education are being raised.

Section 9.1Entering the Profession

Teacher Certification A license is a document that allows one to practice a specified trade or profession; it is issued by a board or other official body. Most recently, teachers have been licensed through their state departments of education by completing an approved teacher education program. (Most states use the term certification to describe the process of becoming recognized as one who has a credential to teach in the state’s public schools.) In addition to course comple- tion, most teacher candidates must also pass a written test—either a state test or, previously, the National Teachers Examination (NTE). The NTE was a standardized test developed by the Educational Testing Service (ETS) that assessed communication skills, knowledge, and professional (content) knowledge. The NTE has been replaced by the Praxis I and II exam- inations. Note that a license to teach must be renewed periodically, typically every 3 to 5 years depending on state requirements. In addition, the number of years might be different for beginning teachers than for those with experience. During the time between certificate renewals, teachers are expected to engage in continuing education courses or experiences. These too will be determined by state requirements.

Praxis Examinations Increasingly, there is a recognition of the need to assess not only what teachers know but also what they can do. By focusing on the complexity of the teaching-learning process, as well as the need to apply knowledge, performance assessments move beyond conventional forms of testing by requiring the creation of evidence based upon performance. To meet this require- ment, individual states have selected a variety of tests. Many of them have chosen one created by the Educational Testing Service (ETS), known as the Praxis Series: Professional Assess- ment for Beginning Teachers. States that adopt the Praxis Series might choose either or both of two levels of testing. The purpose of the first test, Praxis Core, is to test basic knowledge in reading, writing, and mathematics and use the results as a gateway to program entry. The cut-off score might be set by either a state or a particular program. Praxis II exams cover

academic subjects as well as pedagogy, and a state might choose among the 120 that are offered as appropriate for each teacher candidate. In some states, the exams are taken after graduation and before acquiring a teaching cre- dential. In others, they are required before student teaching can begin. A number of states have used the Praxis II exams as a way to meet the require- ments of the No Child Left Behind leg- islation, which demands “highly quali- fied” teachers. You can learn your own state’s requirements by going to the Praxis website: http://www.ets.org/ praxis. Your state’s requirements will be included even if it requires tests other than the Praxis Series.

Blend Images/Blend Images/Superstock Teachers are evaluated not only on their mastery of the subject they teach, but also on their effectiveness in facilitating learning in the classroom.

Section 9.1Entering the Profession

InTASC Standards One organization committed to standards-based reform in teacher education is the Inter- state Teacher Assessment and Support Consortium (InTASC), an association of state edu- cation agencies, higher education institutions, and national education organizations. Since 1987, InTASC, established by the Council of Chief State School Officers, has been developing licensure standards to provide a common ground among the states. According to the InTASC position statement,

These core teaching standards set forth new and high expectations for teach- ers, including around leadership. Integrated across the standards is the teach- er’s responsibility for the learning of all students, the expectation that they will see themselves as leaders from the beginning of their career and advo- cate for each student’s needs, and the obligation to actively investigate and consider new ideas that will improve teaching and learning and advance the profession. (CCSSO, 2011, p. 5)

The InTASC standards focus on three areas of performance and development just as the Praxis assessments do: knowledge, skills, and critical dispositions. The 10 standards are divided into four general categories to help teachers organize their thinking:

• The Learner and Learning – Standard #1: Learner Development. The teacher understands how learners grow

and develop, recognizing that patterns of learning and development vary indi- vidually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

– Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

– Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encour- age positive social interaction, active engagement in learning, and self-motivation.

• Content – Standard #4: Content Knowledge. The teacher understands the central concepts,

tools of inquiry, and structures of the discipline(s) he or she teaches and cre- ates learning experiences that make the discipline accessible and meaningful for learners to ensure mastery of the content.

– Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

• Instructional Practice – Standard #6: Assessment. The teacher understands and uses multiple methods of

assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision-making.

– Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Section 9.1Entering the Profession

– Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

• Professional Responsibility – Standard #9: Professional Learning and Ethical Practice. The teacher engages in

ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learn- ers, families, other professionals, and the community), adapting practice to meet the needs of each learner.

– Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning; to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth; and to advance the profession.

Assess Yourself 1. The 10 InTASC standards are meant to be useful and practical. Choose one standard

that you believe could be applicable to your own teaching future.

2. Consider a specific instance and environment in which your choice could be applied.

3. For future recall, take a few notes about your choice and its application.

4. Consider, as an extension, including your thoughts as a part of your portfolio ref lections.

National Boards While all teachers are required to be certified by the state, there is a level of recognition teach- ers can achieve that is considered to be the highest level of mastery in the classroom. The definitive standards on teacher development are called the National Board for Professional Teaching Standards. They were developed in the late 1980s after the publication of A Nation at Risk, a report that laid out the negative aspects of American education. A major intent in creating these standards was to lead teaching in the direction of being a true profession, a key issue in education as just discussed. Important to those developing the standards was the fact that professions such as law and medicine have standards that are created by the lawyers and doctors themselves. In this case, about two-thirds of the participants were teach- ers. In 2013, the NBPT organization celebrated its 25th anniversary with an announcement that there were now more than 100,000 NBPT-certified teachers and they could be found in all 50 states. It was declared as well that such teachers were having an important impact on education, with about 50% of them teaching in high-poverty areas, many with certification and awards in math and the sciences (NBPTS, n.d.).

The original NBPT document, titled What Teachers Should Know and Be Able to Do, was pub- lished in 1989 and contained five basic propositions that are still considered the organiza- tion’s “vision for accomplished teaching. The Five Core Propositions form the foundation

Section 9.1Entering the Profession

and frame the rich amalgam of knowledge, skills, dispositions, and beliefs that characterize National Board Certified Teachers (NBCTs)” (NBPTS, n.d., para. 1). As you read the five propo- sitions, keep in mind that they represent a goal for experienced, talented, and highly moti- vated teachers. The propositions are generalized, but teachers who work toward certification will find subsets of each one that take teaching to a highly skilled level. It is, however, never too early to start working toward the professional goals as described and agreed upon by leaders in the teaching field. The propositions and their subsets can be found on the NBPTS website: www.nbpts.org.

• Proposition 1: Teachers are committed to students and their learning. • Proposition 2: Teachers know the subjects they teach and how to teach those sub-

jects to students. • Proposition 3: Teachers are responsible for managing and monitoring student

learning. • Proposition 4: Teachers think systematically about their practice and learn from

experience. • Proposition 5: Teachers are members of learning communities.

To begin the process of earning the certificate, a teacher must have taught for at least 3 years, demonstrating the advanced nature of the National Board’s expectations. The process includes collecting standards-based evidence of accomplished teaching related to content knowledge, differentiation in instruction, teaching practice and classroom environment, and being an effective and reflective practitioner. Activities consist of written assessments of con- tent knowledge, reflections on student work samples, analysis of videos of teaching practice, and documented knowledge of accomplishments. Although the total cost of completing the process (and successful achievement is definitely not guaranteed) is close to $2,000, a raise in salary will generally more than pay for the effort.

The EdTPA The edTPA (Teacher Performance Assessment) is the most recent of the high-stakes perfor- mance assessments to be developed and adopted by many states. Most of the assessment components are similar to those of the National Boards but are designed for beginning teach- ers as they complete their university education programs, rather than for those who have more experience. Thus, there are no written exams or testimonials about the candidate’s leadership abilities. The focus of the edTPA is on the ability of a beginning educator to “teach his or her specific content area effectively to diverse learners. The focus on content learning outcomes narrows the conception of teaching to one that emphasizes disciplinary learning” rather than a broader expectation that includes personal growth or humanistic aims (Sato, 2014, p. 426). The centerpiece of the process is a portfolio that “addresses planning, instruc- tion, assessment, analyzing teaching, and academic language to reveal the impact of a candi- date’s teaching performance on student learning” (Stanford Center for Assessment, Learning, and Equity, as cited in Sato, 2014, p. 426). As of 2014, 24 states and the District of Columbia are considering the adoption of the edTPA. Beginning teachers in those states who fail to complete the edTPA’s requirements will not be granted a teaching certificate (Miller, Carroll, Jancic, & Markworth, in press). It can be noted that, if a university program has dedicated itself to meeting the standards created by an organization such as InTASC, or a more locally created organization, it can continue to do so, relying on the edTPA only for final evaluations.

Section 9.1Entering the Profession

Alternative Certification Traditionally, the only way to achieve teaching certification has been to complete a univer- sity program that includes pedagogy courses along with an academic major and an intern- ship. In recent years, however, some states have decided that an undergraduate major in a content area, with no work in education, can provide the basis of a certificate. After gradu- ation, it is then possible to take an intensive course of study that typically includes practi- cal courses in pedagogy coupled with classroom experience. Such programs differ across states and between programs. Quite commonly, they require 1 or 2 years of supervised class- room teaching coupled with summer courses. To learn what your state requires, go to www. educationdegree.com/programs/alternative-teacher-certification.

Assess Yourself 1. One thing is certain in this uncertain profession known as teaching: Change is inevi-

table. How do you handle and respond to change? In what ways do you see yourself playing a role in educational reform?

2. What would you do so that teaching could be seen more widely as a profession? Or does it matter one way or the other to you?

3. Do you see yourself applying for National Board Certification? Why or why not?

Teaching Abroad Although most readers of this text are probably thinking of a teaching career near home, there will be others who hope for adventures farther afield. Finding positions throughout the world is definitely a possibility, perhaps right from the beginning, more usually after 2 or 3 years of teaching experience. Generally, there are three types of teaching experiences avail- able in other countries: positions on American military bases that provide schools for depen- dents, positions with international schools that often have official or informal attachments to American embassies and consulates, and opportunities to teach English, with or without certification in the subject.

Schools that serve the children of American military personnel in other countries have existed since the end of World War II. Since 1994, administration of these schools has been connected with the administration of similar schools within the United States under the title Depart- ment of Defense Education Activity (DoDEA). DoDEA schools are all accredited by various certifying agencies, and students regularly score above the national averages on standardized tests. Requirements for teaching include a bachelor’s degree with courses in the subject(s) you wish to teach, teacher education courses such as the one this text is a part of, and student teaching experience. More information is available at the DoDEA website (www.dodea.edu), with a link to “Becoming a Teacher.”

Another somewhat different overseas experience is available from an international school. These institutions are generally located in cities where there are international organizations

Section 9.2Seeking Professional Development

and businesses. If the organizations and businesses have employees who have brought their families, the chil- dren of these families might attend local schools or, more frequently, enroll in international schools with their multilingual, diverse student bodies. Typically, a teaching position in an international school is acquired through the services of an interna- tional schools employment agency, the largest of which is International Schools Services (ISS). Basic require- ments to be hired through ISS include a bachelor’s degree, at least one semes- ter of student teaching, and a teaching certificate from your (or any) state. Some schools also prefer to hire teach- ers who have 2 or more years of teach- ing experience. The ISS website has all the information you need to get started: www.iss.edu. See the link “Educator Careers.”

Teaching conversational English is the third possibility for educational work in other coun- tries, and it is less consistent in its expectations and requirements. It may be that a company wishes for its employees to have a better command of English for its international business communications. In this case, the English teacher might be expected to carry on conversation, expand the employees’ vocabulary, and even teach culturally appropriate business behavior. The teacher’s required background would include an excellent command of English, possibly as a native speaker, but generally not certification in teaching English. Other opportunities for teaching English arise in schools and universities, and these positions generally require cer- tification in Teaching English to Speakers of Other Languages (TESOL or ESL). Certification programs, some of them online, are available through many universities as well as through stand-alone TESOL businesses. Depending on the institution, certificates take about two semesters to earn. For more information, go to www.tesol.org and link to “Career: TESOL degree and certificate programs.”

9.2 Seeking Professional Development A teacher’s commitment to professional development is critical to success in the classroom. The public trusts teachers to hold themselves accountable as they engage in reflection and self-analysis. Teachers must seek to improve continually as they give their best to their stu- dents. Duke (1990) pointed out that “professional development . . . is a dynamic process of learning that leads to a new level of understanding or mastery and a heightened awareness of the context in which educators work that may compel them to examine accepted policies and routines” (p. 71). Part of this section elaborates on ways that teachers can enhance their professional development.

Ingo Kuzia/Intro/imag/imageBROKER/Superstock Teaching internationally offers the opportunity for travel, getting to know world cultures, and learning important pedagogical lessons in diversity and difference.

Section 9.2Seeking Professional Development

When you become a teacher, you will be a work in progress rather than a finished product (although one could argue that a teacher is never really finished with professional devel- opment). One of the four teaching domains encompasses professional responsibilities—of which growth is a major focus (Danielson, 1996). Your commitment to professional devel- opment is critical. As Lieberman (1995) pointed out, an integral part of the daily life of any teacher should be his or her own development.

Changes in Professional Development In the past, teachers and schools perceived professional development in very narrow terms. Typically, an in-service workshop held after school or a staff development day was synony- mous with the meaning of professional development. These one-shot attempts in which an outside expert came for a few hours or a day to “fix” teachers are now recognized as inef- fective. Increasingly, professional development is conceptualized as being more teacher directed, being individualized, and taking place within a school among teachers. Rather than teachers being viewed as passive recipients of staff development, they are best seen as active participants in their own professional development. They should, in fact, “be proactive about pursuing professional development that meets [their] own personal and professional goals” (Guillaume, 2012, p. 273).

Choosing appropriate professional development experiences proactively generally should lead to

• Focusing on student learning • Focusing on building your knowledge of the content and how to teach it • Including hands-on, active learning that can transform your teaching • Occurring in a collaborative context that links standards, curriculum and assessment • Being sustained over time (Darling-Hammond & Richardson, as cited in Guillaume,

2012, p. 273)

Many school districts currently require teachers to develop a professional development plan (PDP) each year: “PDPs involve the goals and objectives, methods and materials, and the rationales involved in your teaching experiences” (Wilke, 2003, p. 89). Typically, the PDP is developed by the teacher in collaboration with the school principal. The principal will then follow up with in-class observations. Recommendations for PDPs include keeping a computer record of all classes and workshops attended, handouts and workbooks, lists of books and articles read, records of enrollment in any professional organizations or study groups, and any other artifacts as proof of meeting the year’s PDP goals (Guillaume, 2012; Wilke, 2003).

As an example of a PDP, a teacher might decide that she needs to learn better ways to facilitate and assess critical thinking among students. Her plan to achieve this outcome might include watching a videotape on promoting higher-order thinking skills, reading a book or several articles on critical thinking, attending a professional conference session on that topic, observ- ing a colleague who is noted for promoting students’ critical thinking, or discussing with col- leagues various strategies and ideas relative to the topic. Intended as a road map for lifelong learning, this personal learning plan should be continually updated and modified as the needs of teachers and students change.

Section 9.2Seeking Professional Development

Paramount to the growth process is interaction with peers. For much of the past century, teach- ing has often been a lonely experience, with teachers working mostly in isolation from other teachers (Goddard, Goddard, & Tschannen-Moran, 2007; Heider, 2005; Mirel & Goldin, 2012). Teachers were often left to determine the best methods to meet the needs of their students. The prevailing belief in education was that once the classroom door closed, a teacher was the king or queen of that domain (Elmore, 2004; McLaughlin & Talbert, 2006; Mullen & Hutinger, 2008; Schmoker, 2006). Much has changed over the years in education, and teachers are no longer left to work in isolation, nor is there an expectation that they should work in this way.

Collaboration is now a necessary and integrated part of the role of the teacher (DuFour, DuFour, Eaker, & Many, 2010; DuFour, Eaker, & DuFour, 2008; DuFour & Marzano, 2011; Eaker & Gonzalez, 2006; Feger & Arruda, 2008; Hipp & Huffman, 2010). In fact, research has shown that there is a pos- itive correlation between teacher col- laboration and student achievement (Goddard et al., 2007; Gruenert, 2005). In other words, in schools where teachers work together, students achieve higher results.

Teachers can learn much about teaching from their colleagues. Through classroom observa- tions and teaching conversations, teachers can expand their views on how to promote learn- ing. Teachers can interact with colleagues about such things as the design of assessment tools, the selection of textbooks and other curricular materials, and the creation of interdisciplinary units of study. These interaction opportunities provide teachers with means to grow, stretch, and improve their practice. Additionally, teachers can form study groups to solve problems and discuss student motivation and learning. Elizabeth Hebert (1999) talks about using fac- ulty meetings as more than announcement times and instead suggests using them as “rug- time” for teachers in which they can share experiences and solve problems collaboratively. She gives the example of a focused topic approach to meetings so that teachers come pre- pared to discuss concerns and viewpoints relative to a specified topic, such as grief and loss or the organization of school space and time.

One professional growth strategy schools are increasingly implementing is the professional learning community (PLC). A PLC is a group of educators who meet regularly to share their expertise, concerns, and accomplishments. Their two-part goal is to improve their teaching skills and to improve the academic performance of their students: “Members of a PLC are not ‘invited’ to work with colleagues: they are called upon to be contributing members of a col- lective effort to improve the school’s capacity to help all students learn at high levels” (Eaker, DuFour, & DuFour, 2002, p. 5). In addition to being part of a community of learners, where all staff work alongside one another learning and reflecting on their practice, teachers also take responsibility for seeking out learning opportunities. While conferences and seminars are

AP Images/Richard Drew The best teacher development involves hands-on training, as in this workshop where teachers learn about the daily realities of turn-of-the-20th-century immigrant life on New York City’s Lower East Side.

Section 9.2Seeking Professional Development

important, there is also a range of other options, including using social media to engage with other educators, conducting action research, and participating in a study group or a learning walk with other educators. Case in Point: The Power of Persistence in a PLC illustrates what a PLC might look like.

By engaging with one another throughout their careers, teachers develop a culture of respect, trust, and a willingness to share, all of which are important in creating a community of learners. Teachers need opportunities to share data, student work, lessons, and their thinking on a range of topics to ensure not only that they have increased opportunities to improve their practice, but also that they are meeting the needs of their students. This has become increasingly impor- tant as our world continues to change at a rapid pace, and teachers need multiple pathways to continue to learn. Teachers, like their students, need to be part of a continual cycle of inquiry and learning. Teachers need opportunities not just to work together, but also to learn together.

A personal learning network (PLN) is another approach to belonging to a learning commu- nity, and it requires nothing but one’s own desire to connect with others about educational issues, generally through online methods. PLNs have existed throughout history as beginning teachers looked for mentors and experienced teachers sought out others with experience to share ideas for improvement. With the arrival of today’s technology, PLNs have arisen through such online opportunities as Facebook, blogs, Twitter, wikis, social bookmarking tools, Linke- dIn, and any other new communication tool that appears. Educators are able to engage in professional development, ask for and share lesson plans, find resources, share teaching and management ideas, collaborate to find solutions to just about any classroom issue, and find links to the latest education news. Sources for finding out more about PLNs and how to create and join them include www.facebook.com/iteach and www.weareteachers.com.

Case in Point: The Power of Persistence in a PLC The 12 teachers at Greenvale Elementary School had never heard of a professional learning community. When they essentially invented one during a teachers’ meeting, they simply laid out the goals that they decided were important to them. First on the list was a book club dur- ing which everyone would read articles or chapters or even whole books that they would dis- cuss during a teachers’ meeting once a month. They decided that these would be scholarly writings rather than practical ones, something that would give them food for thought and for lively discussion.

On a more practical level, they wanted to observe each other teach and then come together to discuss their observations. This, they agreed, would take some courage because they felt it important to be clear and honest in their evaluations of each other. Finding time to observe each other required the use of two part-time aides whom they personally paid extra to take over their classes during their observation times. They even enlisted the principal’s services as a substitute teacher. No one was able to observe every single teacher, but they came close. At the end of about a month, the teachers joined each other for an evening of dessert and (courageous) observation sharing. This model worked well enough that it was continued for an entire school year. Meetings in May consisted of discussion in which they realized that their readings of influential educators and psychologists such as Piaget, Dewey, and Gardner had actually had an effect on their teaching as well as on their approaches to observation.

(continued)

Section 9.2Seeking Professional Development

Case in Point: The Power of Persistence in a PLC (continued) As it happened, one of the teachers was taking courses for a master’s degree. At the May meet- ing, she announced, “Apparently there’s a name for what we’ve been doing. We’re a profes- sional learning community!” As the teachers discussed whether they wanted to continue their work the next year or not (it did require extra effort in addition to courage), she added that her readings about PLCs helped her understand that this type of group required one to be persistent.* The group decided on the value of such a disposition and determined to continue. Their first assignment for book club would be one about professional learning communities.

Questions to Consider

1. Can you see yourself devoting this much extra time to work with other teachers out- side of school hours? Why or why not?

2. What, for you, would be interesting about reading the writings of inf luential, but per- haps difficult, thinkers? Or would you find it more helpful to devote your reading time to practical suggestions?

*It is possible that the quotation this teacher had in mind came from Eaker et al. (2002, p. 27): “[T]he three most important words in a professional learning community might well be persistence, persistence, persistence! . . . In professional learning communities, a conscious effort is made to make sure we ‘stay the course’ and avoid jumping on to the next fad that comes along.”

For an interactive version of this case study, visit your e-book.

A To-Do List for Professional Development Perhaps you have seen or heard this statement: “The three best reasons to teach are June, July, and August.” Such a statement damages the professional image of teaching. Quite the contrary, most teachers spend their summers involved in professional development activi- ties that help them grow. Many teachers read professionally, develop curricula, and attend graduate classes and workshops, and they rarely receive compensation for these activities. Although the concept of a professional learning community is an up and coming one, with much to be said for it that is positive, chances are that the school you are employed by will not be a PLC. Thus, the responsibility for professional development will fall upon you as an indi- vidual, as an ongoing, personal responsibility rather than merely the school’s agenda through its staff development program.

New teachers should realize that, within a school, students are not the only learners. It is important that they also view themselves as learners. The critical importance of continued professional growth for teachers is embodied in the following statement: “Probably nothing within a school has more impact on students in terms of skills development, self-confidence, or classroom behavior than the personal and professional growth of their teachers” (Barth, 1990, p. 49). When teachers remain learners, they are better able to facilitate the learning process in their students. A true professional is committed to his or her own continued learn- ing. Your career as a teacher entails a commitment not only to students but to yourself and to others as well. As you contemplate joining the teaching profession, you may want to commit to at least one formal professional growth opportunity right now:

Section 9.2Seeking Professional Development

1. Take a field trip to a new classroom, a grade that is new to you. 2. Explore a website that you know children find engaging. Discover what makes them

like it. 3. Engage in partnership activities with a college/university or business/community

group. 4. Sign up for a listserv on a topic of interest or with a group of teachers with a similar

background (e.g., foreign language teachers, middle school teachers, speech and drama teachers, or reading teachers).

5. Assume the role of peer coach, student teacher supervisor, or team leader. 6. Teach a demonstration lesson for peers. 7. Develop your own quotation collection. 8. Continue to develop yourself as a person. Travel, read widely, explore special

interests and hobbies, engage in sports, and so on. All of these activities will not only make you a more well-rounded individual, but will also enrich your teaching.

9. Find a professional mentor. This person might be a classroom teacher whom you admire, a former teacher, a college professor, or a leader in the educational community or in a field other than education. A rich source of potential mentors is retired teachers. Often, these individuals can offer valuable insight.

10. Stay up to date on current events and issues in education. Read in the field of educa- tion (not just in your subject field). One recommended resource is Education Week.

11. Subscribe to one professional journal. 12. Attend a workshop. 13. Attend a conference of a professional association or organization. While there, net-

work with others preparing to become teachers and with current teachers. 14. Develop your leadership skills by participating in clubs and organizations. Serving as

an officer or committee chair will help hone your people skills. 15. Lead a discussion group or book study group on a topic of professional interest. 16. Join a professional organization or network. 17. Maintain a portfolio to document your professional growth activities. Set goals for

improvement areas and show evidence of your progress toward these goals. Share your portfolio with other teacher candidates for feedback.

18. Make a list of things you can provide as evidence that you are currently sharpening your professional skills. If currently you have no experience, make predictions for the near future.

19. Acquire grant-writing skills. Many continuing education departments at colleges and universities offer workshops. Teachers often need these skills to apply for grants to fund innovative teaching ideas. Keep a notebook in which to jot down ideas for which you might someday seek special funding (Guillaume, 2012; Wilke, 2003).

20. Join social networking sites such as LinkedIn, Google+, and Twitter that allow you to connect with other professionals in your field. On these sites, one can participate in discussions of issues related to teaching and share information about professional development activities.

Contributing to the school and district is an important part of a teacher’s professional respon- sibilities. As a teacher, you will need to seek opportunities to make contributions that make your school a better place for student learning. The activities listed here are ways to accom- plish that. Underlying all professional activities is the process of reflection. Through reflec- tion, we are able to improve practice. Teachers who continue to grow constantly ask them- selves, “How can I contribute to students’ growth and development?”

Section 9.3Engaging With Professional Organizations

Assess Yourself 1. Do you have an attitude of continued personal and professional growth? Whether

your answer is yes or no, explain your feelings.

2. Do you see yourself being a “student” of teaching once you become a full-f ledged teacher? If so, how can you remain committed to this ideal? If not, what do you think keeps you from trying to achieve this ideal?

9.3 Engaging With Professional Organizations Number 16 in the To-Do List for Professional Development suggests that you join a profes- sional organization. A student membership is generally much cheaper than one for practic- ing teachers, and with that membership will be included a subscription to the organization’s professional journal (#11) and reduced rates for workshops and conferences (#12 and #13). There are several kinds of organizations that might be of interest: policy institutes; foun- dations; research, political, or practitioner-based organizations; and union and technology- focused groups. There are local, state, and national chapters for many organizations as well. Whatever a teacher’s interests are, there is likely an organization that is championing this cause. Connecting with organizations or groups provides teachers with an opportunity to gain a larger perspective on the educational landscape, connect with other educa- tors, and network with people across the nation and the world. Many orga- nizations hold annual conferences with nationally renowned educators presenting current research and inno- vations. Many opportunities also exist for teachers and other practitioners to present what they are learning and implementing in their classrooms. The following is a brief, but not exhaus- tive, list of some of the organizations that influence education (see the Web Resources section at the end of the chapter for each organization’s website address). With a quick Google search, it is easy to see that the list of possibilities is endless.

National Organizations Influencing Educational Policy There are two very large education associations that have great influence over educa- tional policies affecting teachers. These two teachers’ unions are the National Education

Jetta Productions/Getty Images Participation in organizations and conferences helps teachers stay connected professionally and allows them to continue their learning in their field.

Section 9.3Engaging With Professional Organizations

Association (NEA) and the American Federation of Teachers (AFT). We examined the NEA’s standards for ethical conduct earlier in the chapter. Lobbyists representing these organizations are very active in the national and state capitals. They seek support for edu- cational legislation that positively affects teachers and schools. In addition, each organiza- tion has contributed a substantial amount of money to support the political campaigns of candidates for the offices of state governor and United States president. Benefits offered by both the NEA and the AFT include publications, annual conventions, insurance policies, and discounts for retirees.

The NEA is the larger of the two organizations, with approximately 3.2 million members, con- sisting of both teachers and administrators. Teachers make up the majority of the member- ship. Originating in 1857 under the name of the National Teachers’ Society, the NEA emerged in 1870, drawing teachers, instructors at normal schools, and administrators from mostly rural and later suburban areas. Dennis Van Roekel, as of 2014, serves as national president of the NEA. Today’s Education is published by the NEA.

The AFT has approximately 1.5 million members; administrators may not join. The American Federation of Teachers formed in 1916 when the Chicago Teachers Federation merged with other urban teacher associations. The primary focus of the AFT has been to improve teachers’ working conditions and salaries. Affiliated with the American Federation of Labor and Con- gress of Industrial Organizations (AFL-CIO), the AFT has played a major role in bargaining for better conditions for teachers. Beginning in the 1960s, the AFT has organized teacher strikes in several large urban districts. For this reason, the efforts of the AFT have been labeled as more aggressive than those of the NEA. However, after the AFT successfully supported strikes, the NEA also endorsed the use of strikes to gain improved contracts for teachers. Led by Pres- ident Randi Weingarten (as of 2014), the AFT’s membership consists of approximately one- half classroom teachers and one-half support personnel (e.g., school bus drivers, cafeteria workers, and even health care professionals).

There are state and local affiliates of both the NEA and AFT. In some states, members of the two organizations join forces to create a single entity. Historically, the AFT has been devoted to being a union, with a typical union’s attitudes toward salary and other demands. The NEA was historically more of a social organization, until it realized the successes of behaving more like a union, as just discussed (Brimelow, 2003). It is still typically less aggressive in its demands than the AFT, however, and has more local affiliates for teachers to join.

Because of the association of unionism with the NEA and the AFT, some believe that these organizations contribute a nonprofessional flavor to the educational scene. Critics think that the use of union tactics has harmed society’s view of teaching as a profession. There have been studies demonstrating that in states with teachers unions, student performance has deteriorated, possibly due to union actions that make it difficult to fire incompetent teach- ers (Stiles, 2013). Others say teachers would have remained “workers” without the advances made by these groups on behalf of teachers. The NEA and the AFT are strong advocates for greater teacher autonomy. They are a large part of the political reality in the world of teaching. Understanding that opposing opinions on the value of the NEA and the AFT exist is important for you as a teacher candidate.

Section 9.3Engaging With Professional Organizations

General Professional Organizations General professional organizations appeal to a broad base of educators. The ASCD is an exam- ple. Formerly the “Association for Supervision and Curriculum Development,” the ASCD is a membership organization that focuses on providing current research and innovations in professional learning and education-related matters. ASCD publishes Educational Leader- ship magazine and other publications that provide current information from the field and research. ASCD is also a leading voice at the national level on issues related to teaching and learning. In addition to its publications, ASCD holds national conferences.

Learning Forward is an international membership organization whose mission is to advance the effectiveness of educators and student results by using standards-based professional learning. The organization holds conferences throughout the year and presents current research and innovations. As an organization, it has three strategic priority areas: strength- ening the capacities of teachers and school leaders, improving the ability to measure the out- comes of professional learning, and increasing the demand for effective professional learning.

The American Education Research Association (AERA) is a research organization whose mis- sion is to advocate for education and encourage scholarly inquiry and research. AERA hosts national conferences and is a leading voice on current research and advocating for improve- ments in education at all levels.

Specialty Professional Organizations Specialty organizations have in common a particular subject area or age group. Their purpose is to unite members of the profession around this common concern. An example of an age- related specialty organization is the Association for Middle Level Education (AMLE), which is for teachers and administrators who work at the middle school level. An example of a subject- related specialty organization is the National Council for the Social Studies (NCSS), which is for social studies teachers. Even though these are national organiza- tions, state-level organizations for the same areas also exist. Here are some additional examples:

• International Society for Tech- nology in Education (ISTE) is a membership organization for educators and teachers who are interested in improving learning and teaching with the effective use of technology in PK–12 and teacher education. In addition to hosting national conferences, ISTE provides research and advocacy work on the impact technology can have in improving teaching and learning.

Kike Calvo / age fotostock /Superstock Belonging to specialty organizations can help teachers follow trends in their discipline or industry. The Drones and Aerial Robotics Conference (DARC), held in New York, attracts participants from around the globe.

Section 9.4Starting Your Journey

• The mission of the National Association for the Education of Young Children (NAEYC) is to support and advocate for young children, especially those who need educational and developmental services and resources. As a membership organiza- tion, NAEYC focuses on improving professional practices in early childhood educa- tion and advocating for high-quality programs.

• The International Reading Association (IRA) is a membership organization that supports literacy and teaching professionals by providing a wide range of resources, advocacy, and professional development activities. It focuses on improving and promoting literacy by providing research-based professional development, research, and publishing a journal.

• The Council for Exceptional Children (CEC) is the largest international professional organization that focuses specifically on improving the success of students with spe- cial needs, such as disabilities, as well as those who are gifted and talented. CEC is a membership organization that advocates for improved conditions, high professional standards, and professional development for educators.

• The National Council of Teachers of Mathematics (NCTM) is a membership organi- zation that is dedicated to improving math education and instruction. NCTM holds national conferences and provides research and advocacy on mathematics.

Assess Yourself 1. Are you presently a member of a professional organization? In what ways are those

organizations of value? Which one(s) are you likely to join if you become a teacher? This chapter has suggested that there are advantages to joining an organization while you are still a student. Are you considering making that decision? Why or why not?

2. Select one professional organization for the age group or subject area that you wish to teach. Find out more about this organization and investigate membership. Locate its professional journal, examine the table of contents, and select an article to read and summarize.

9.4 Starting Your Journey Choosing a career in teaching is a decision that should be undertaken with much deliberation and seriousness. Over a period of years, the lives of many students will be affected by your interactions with them. If, for example, you choose to teach elementary school with 25 chil- dren a year, in the course of 20 years you will have been important in the lives of 500 boys and girls! Of course, that is multiplied in secondary school by a factor of how many sections you teach each day. At four sections a day of 25 students, and assuming that you teach the same groups for an entire year, that adds up to 2,000 at the end of 20 years! Is it any wonder that advice to prospective teachers includes comments such as the following?

• “A . . . vital aspect of teaching is that you must truly love the job that you do. Sure, there will be days when you wish that you had chosen dentistry or interior design,

Section 9.4Starting Your Journey

but overall you should find pleasure in the mere fact that you get to work with kids. After all, they truly are our national treasures!” (Wilke, 2003, p. 7)

• “Of all the jobs I have held, teaching was the best—the most challenging and the most rewarding. That is not to say that there have not been challenges, and some- times frustrations, along the way. But still, it is without a doubt the best job that I have ever had.” (Singer, 2003, p. 2)

• “When we teach, we offer gifts to our students—gifts that depend on our traits and triumphs as givers. . . . Teachers bring themselves and their abilities to their stu- dents. What do you bring to the classroom?” (Guillaume, 2012, p. 17).

• “If you are questioning your commitment to this profession now, you may grow to hate it down the road. Sadly, that’s when both you and the students will suffer” (Wilke, 2003, p. 8).

Ideally, by this point, you have decided whether teaching is the right career choice for you. If you have decided against teaching, know that this decision is perfectly acceptable. You would rather know now than later—after you have devoted a great deal of time, energy, and money to a vocation that does not match your needs, interests, and strengths. Truly, teaching is a career that, more than most, begs us to have a real passion for what we do.

So, now what? We suggest you take the following three positive steps: First, consider career counseling—your university likely has a career planning office (or at least a counseling cen- ter) that can offer helpful guidance on other possible careers. Most counseling centers have available career inventory tests that you can take. Second, reflect on your personal strengths and consider ways you could put these strengths to work. You might also think about fields that are closely related to teaching, such as public relations, library work, or social work. Furthermore, if you were most attracted to teaching because of a love for a particular subject area, seek information on careers in that field. Third, seek advice from those who know you best. Talking with someone may not give you the answers, but it usually results in greater self- insight, which is critical in career decision-making.

Assess Yourself 1. What specific aspects of teaching made you decide to teach? Alternatively, what spe-

cific aspects of teaching made you not want to teach, or are making you unsure?

2. What other careers offer similar attractions and benefits?

3. What assets do you bring to this vocation? How can this information be used to help you discover what you do want to do, if not teach?

For those of you who have decided to embark on a teaching career, we offer some final practi- cal advice in this section.

Section 9.4Starting Your Journey

Stay Abreast of Trends in the Marketplace There will always be a need for teachers. Predictions for the early part of the 21st century are optimistic. According to the most recent government projections, the need for teachers in all areas is predicted to grow. The need for kindergarten and elementary teachers is projected to grow 12% from 2012 to 2022; high school teachers, 6%; and special education teachers, 6%. Average salaries as of 2012 were $50,120 for kindergarten, $53,400 for elementary, $55,050 for secondary, and $55,060 for special education. You can keep up to date as new statistics emerge at the U.S. Bureau of Labor Statistics website: www.bls.gov/oco.

Each quarter, Manpower, Inc. conducts an employment outlook survey. At the end of 2013, teaching was in a list of the top 10 hard-to-fill jobs. Attending a job fair is an excellent way to conduct your own research. Typically sponsored by the career planning office at a university,

these events give you a feel for the area job market and experience in interacting with personnel directors.

Keep Your Options Open Too many beginning teachers limit them- selves geographically and are unable to locate a job opening. If at all possible, be careful not to lock yourself in geographi- cally, because sometimes relocation is necessary to secure a teaching position. Another way to keep your options open is to seek as many areas of licensure as you can reasonably manage. The more areas in which you are certified to teach, the greater your chances of landing a teach- ing position will be.

Expand Contacts With Young People Seek as many opportunities as you can to interact with children of all ages. After you decide which age groups you feel most comfortable with, seek more opportunities to work with these age groups. Unquestionably, this will enrich your preparation for teaching success.

Opportunities include the following: substitute teach whenever you have a break from school, work in a day-care center, become a camp counselor, or take a summer job that involves work- ing with kids. In non-school settings (e.g., malls, skating rinks, or parks) observe closely the behavior of kids. Watch how they act, look at what they wear, and listen to what they say. These observations will extend your understanding of the students you will eventually teach. Some informal observations can also help you decide whether you really want to teach a par- ticular level of students.

Glasshouse Images/Glasshouse Images/Superstock Increasing the number of geographical regions you focus on in your job search greatly improves your chance of securing a position.

Section 9.4Starting Your Journey

Anticipate Interview Questions and Prepare for Success It may seem entirely too early to think about interviewing for a position as a teacher. However, anticipating interview questions can not only improve your present practice but also increase your confidence to handle a future interview well. As you take additional coursework, ask yourself what a principal or fellow teachers might want to know in order to judge your suit- ability for their school. Most interviews offer an opportunity for you to share your personal philosophy of education. You should have begun developing a statement of your philosophy through the various exercises in this text. At each step along the way toward becoming a teacher, you should be able to articulate your beliefs about teaching and learning. As you grow and develop as a teacher, your philosophy will continue to evolve.

To help you formulate your thoughts about your future role as a teacher, you can jot ideas in a journal. It may also be useful to think about your answers to possible interview questions. You might try answering the following questions with a partner:

• Why do you want to teach? • How will you handle discipline problems in your classroom? • How will you involve parents in your classroom? • How will you teach to meet all students’ needs? • How will you interact with the different cultural groups in your classroom? • What are some leadership roles you see yourself developing? • How will you use formative and summative assessment to help you plan your

instruction? • How will you integrate technology in your classroom? • What is your philosophy of teaching and learning? • How will you cultivate critical thinking skills in your students? • What do you see as your greatest strength? Your greatest weakness?

Develop Technological Skills Computers will continue to have a signifi- cant impact on how students learn and the ways teachers teach. Technology is a powerful teaching and learning tool. You should update your technological skills through hands-on workshops and self- directed learning. Look for ways to inte- grate technology with your teaching. Col- lect a list of interesting websites related to your field. Become familiar with edu- cational software suitable for your teach- ing area. iStock/Thinkstock

Keeping up with new developments in technology can help keep our teaching fresh and in line with the best practices in learning research.

Section 9.4Starting Your Journey

Ask Questions Throughout this text, you have been encouraged to ask questions of a personal nature. Inquiry is a cognitive tool that leads to discovery. Additionally, you have seen how important it is to ask the right questions. In fact, the type of questions we ask of ourselves and our students is critical to arriving at the solution. In the same vein, Laurence Boldt suggests that sometimes individuals ask the wrong questions when selecting their life’s work. According to Boldt’s How to Find the Work You Love (1996), the following are examples of the wrong questions to ask while making a career decision about teaching:

• What do my parents want me to do? • What will be most in demand? • How can I achieve power, status, and prestige? (pp. 57–58)

In contrast, Boldt suggests the right questions to pose might be as follows:

• What was I “born to do”? • What would be my greatest contribution to others? • What would I really love to do? • What is the best use of my life? (p. 60)

Building Your Portfolio As the field of teacher education becomes more performance based (i.e., it focuses on what teachers can do rather than just what they know), it is important to document teaching- related skills that you possess. Throughout this text, the Building Your Portfolio feature boxes were intended to supply you with potential entries for your teaching portfolio.

The value of a portfolio rests in its capability to present a more complete picture of your strengths. As you continue in your teacher preparation program, you will want to include in your portfolio lesson plans you develop, photographs of group learning activities you direct, videotapes of lessons you teach, and samples of student work. Recall from earlier explanations in this text that portfolios should be developed digitally as well as in hard copy, along with con- taining actual physical samples of lessons and activities. With all versions saved and available, you will be ready to respond to whatever future employers ask for.

Record your reflections on experiences you have. Ask yourself hard questions—those that require analytical and evaluative thinking. Be critical as you think about the meaning of each experience and how you might use a particular experience to enhance your own teaching.

Take some time to write your current teaching philosophy. Your teaching portfolio will also likely need to include some sort of personal statement. Include your motivations for becoming a teacher. What aspect of teaching originally appealed to you? What aspects of teaching continue to attract you? What attributes do you believe will enhance your success as a teacher? Compare your writing sample with one from earlier in the course. What changes do you observe?

Include in your portfolio a copy of your resume. Keep this updated as you undertake new part-time jobs and experiences. Separate from your portfolio but equally valuable are the files of materials you should begin to collect. Clipped articles, sample lesson plans, and lists of resources are all helpful materials that should be organized in files you can easily access. These materials will prove invaluable during the apprentice phase of your career.

Summary & Resources

Summary & Resources

Chapter Summary This final chapter first considers the nature of teaching and the occasional controversy over its definition as a profession. With a specialized knowledge base, commitment to service, high degree of autonomy, and need for accountability, teaching can most likely meet the demands for such a definition. The chapter then asks readers to participate in some pre- liminary decision- making about becoming a teacher. This career has a long list of positive attributes but some built-in challenges as well. Various national entities such as InTASC and edTPA have laid out standards for practicing teachers to meet and have created examina- tions to match. In addition, teachers may choose to be tested to demonstrate their advanced abilities through the National Board for Professional Teaching Standards. Help for teachers to better themselves is offered by professional development plans, which are required at some level in virtually every state and district. Teachers who wish to collaborate in their develop- ment often create professional learning communities. Because PLCs are not always available, teachers will need to take personal responsibility to seek ways to improve. One helpful step is to join a professional organization, either one of general interest or one specifically related to an academic subject or age group. Finally, this chapter asks that readers pursue teaching only if it has the possibilities of providing a career filled with passion. Too many children will be influenced for it to be otherwise.

Questions for Further Critical Thinking & Reflection

1. Describe a teacher you have known whom you would characterize as “professional.” Give reasons for your conclusion. Contrast a “professional” teacher with one you have known whom you would consider “unprofessional.” How will this knowledge inform your own professional choices now and in the future?

2. What changes and reforms in education do you consider most critically needed? How would they affect your preparation as a teacher?

3. What importance do you think there is in having schools serve as places of continual learning? How would you prioritize improving the knowledge of teachers versus the knowledge of students? Is it just as important to ensure that teachers are continually learning as it is to ensure the students are?

4. Given the idea that each of us learns in different ways and at different times, do you think the responsibility for the professional learning and development of staff rests with the school or with the individual? Do you think there is a shared responsibility? Explain your thinking.

Web Resources Listed below are the websites of the organizations mentioned in this chapter, and a few that were not, in alphabetical order. Many of the websites include a number of resources, research, and tools for teachers.

• American Education Research Association (AERA).  http://www.aera.net

• American Federation of Teachers (AFT).  http://www.aft.org

Summary & Resources

• Association for Middle Level Education (AMLE).  https://www.amle.org

• ASCD.  http://www.ascd.org

• Center for Courage and Renewal (based on Parker Palmer’s The Courage to Teach).  www.couragerenewal.org

• Council for Exceptional Children (CEC).  http://www.cec.sped.org

• edTPA.  http://www.edtpa.aacte.org

• Education World (education resources, lessons, news).  www.educationworld.com

• International Reading Association (IRA).  http://www.reading.org

• International Society for Technology in Education (ISTE).  http://www.iste.org

• Learning Forward.  http://www.learningforward.org

• National Association for the Education of Young Children (NAEYC).  http://www.naeyc.org

• National Council for the Social Studies (NCSS).  http://www.socialstudies.org/

• National Council of Teachers for English.  http://www.ncte.org

• National Council of Teachers of Mathematics (NCTM).  http://www.nctm.org

• National Education Association (NEA).  http://www.nea.org

• Praxis.  http://www.ets.org/praxis

In addition, the following might be helpful in developing your portfolio:

• Explorations in Learning & Instruction: The Theory into Practice Database. This site reviews a large collection of theories of learning and teaching.  http://www.instructionaldesign.org

To keep you up to date, try the following:

• Education News.org. This site provides daily news about education, including updates on laws and policies. It also has links to various organizations of interest.  http://www.educationnews.org

• The United States Department of Education. Here is the primary site for finding news about legislation and federal policies. It also includes practical resources for teachers. http://www.ed.gov

• Take Part.com: TEACH. This website offers updated news stories about education and access to a documentary about and by teachers.  http://www.takepart.com/teach

Summary & Resources

Additional Resources For learning more about what it is like to be a beginning teacher, check out the following resources:

Breaux, A. (2003). 101 “answers” for new teachers and their mentors. Larchmont, NY: Eye on Education.

Bromfield, M., Deane, H., & Burnett, E. (2003). From surviving to thriving: A guide for begin- ning teachers. Brookline, MA: Brookline Books.

Jarvis, S., & Algozzine, B. (2006). Everything I need to know about teaching…they forgot to tell me! Thousand Oaks, CA: Corwin Press.

Jonson, K. (2002). The new elementary teacher’s handbook: Flourishing in your first year. Thousand Oaks, CA: Corwin Press.

Nieto, S. (ed.). (2005). Why we teach. New York, NY: Teachers College Press.

Key Terms American Federation of Teachers (AFT)  The second largest teachers’ union in the United States. Known for its assertive stance in its move toward collective bargaining.

certification Documentation proving that a teacher has demonstrated the necessary skills for teaching, generally as applied to public schooling.

edTPA A national high-stakes performance assessment for pre-service teacher can- didates. Required by some programs for certification.

Interstate Teacher Assessment and Sup- port Consortium (InTASC) Sponsored by the Council of Chief State School Officers, a set of model teaching standards, adopted by some states as official requirements.

National Board for Professional Teach- ing Standards An advanced level of dem- onstrating teaching competence using both self-study and outside evaluation. Some states provide higher salaries based on this achievement.

National Education Association (NEA)  The largest teachers’ union in the United States, with membership composed of teach- ers and administrators.

personal learning network (PLN) An approach to belonging to a learning com- munity that allows educators to engage in professional development, ask for and share lesson plans, find resources, share teaching and management ideas, collaborate to find solutions, and find links to education news.

Praxis Series A series of two tests taken at different levels of teaching experience. Required by some states for certification.

professional development plan (PDP) A teacher’s plan for the upcoming school year, including goals, methods, and materials.

professional learning community (PLC)  A group for teachers within a school that provides collaboratively chosen goals, with a focus on student learning and research- based expectations.