TEACHERS

Becoming a Teacher

Dr. Mohamed Nur-Awaleh

Reasons Given for Choosing Teaching as a CareerArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education

Reason

Approximate Range forThis Reason

(in percentages)

• Desire to work with young people 65-75

• Value of teaching to society 35-40

• Interest in my subject matter 35-45

• Influence of family 20-25

• Long summer vacation 15-25

• Job security 15-20

• Self-growth and actualization 10-20

How the Public Views Teachers and Their WorkArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 1.6)

Source: NEA/Gallup Public Opinion Poll, 1985.

Average Annual Salaries for Teachers, 1960–2000Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 1.7)

Source: National Center for Education Statistics, 1996, p. 169.

The Three Phases of Becoming a TeacherArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 12.2)

Source: From Wise, 1995, p. 6-7.

Stages of Teacher DevelopmentSadker/Sadker, Teachers, Schools, and Society (Figure 15.1)

Source: Based on the work of Lillian Katz.

STAGE 1: SURVIVAL

Teachers move from day to day, trying to get through the week and wondering if teaching is the right job for them. Concerns about classroom management, visits by supervisors, professional competence, and acceptance by colleagues dominate their thoughts. Support and professional development at this stage are particularly critical.

STAGE 2: CONSOLIDATION

At stage 2, the focus moves from the teacher’s survival to the children’s learning. The skills acquired during the first stage are consolidated, synthesized into strategies to be thoughtfully applied in the class. Teachers also synthesize their knowledge of students and are able to analyze learning, social, or classroom management problems in the light of individual student differences and needs.

Source: Based on the work of Lillian Katz.

Stages of Teacher Development (continued)Sadker/Sadker, Teachers, Schools, and Society (Figure 15.1)

STAGE 3: RENEWAL

Once teaching skills and an understanding of student development have been mastered, and several years of teaching experience have been completed, predictable classroom routines can become comforting, or boring. Teachers at stage 2 face a decision: stay at stage 2, comfortable in the classroom but exploring little else, or move toward stage 3, renewal. In stage 3, new approaches are sought as teachers participate in regional or national professional development programs and visit successful colleagues to seek new ideas for teaching and learning.

Source: Based on the work of Lillian Katz.

Stages of Teacher Development (continued)Sadker/Sadker, Teachers, Schools, and Society (Figure 15.1)

STAGE 4: MATURITY

At this stage, teachers move beyond classroom concerns and seek greater professional perspective. At stage 4, the teacher considers deeper and more abstract questions about broad educational issues: educational philosophy, ways to strengthen the teaching profession, and educational ideas that can enhance education throughout the school, region, or nation. Regrettably, many teachers never reach stage 4.

Source: Based on the work of Lillian Katz.

Stages of Teacher Development (continued)Sadker/Sadker, Teachers, Schools, and Society (Figure 15.1)

Expectations about Teaching Influence Professional LearningArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 4.1)

Interconnected EnvironmentsCushner/McClelland/Safford, Human Diversity in Education: An Integrative Approach (Figure 1.1)

Teaching that WorksSadker/Sadker, Teachers, Schools, and Society

• Know their subject matter• Are enthusiastic about teaching and their subject area• Develop deep rather than shallow knowledge• Connect new learning to prior knowledge • Spend the major part of class time on academic activities• Teach content at a level that ensures a high rate of success• Are organized• Structure learning experiences carefully• Ensure that students have sufficient time to practice skills• Clearly present both directions and content information

GOOD TEACHERS . . .

Teaching that Works (continued)Sadker/Sadker, Teachers, Schools, and Society

• Maintain high student interest and engagement• Actively monitor student progress • Involve all students (not just volunteers) in discussions• Ask both higher- and lower-order questions as

appropriate to the objectives of the lesson• Use adequate wait time• Provide clear academic feedback• Vary student activities and procedures• Hold high expectations for students• Have high regard for students and treat them with respect• Build classroom learning communities

GOOD TEACHERS . . .

Selected Personal Qualities of Effective TeachersArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 2.1)

Source: After Ryan, 1960, p. 366-370.

• Interest in music and painting

• Interest in social and community affairs

• Early experiences in caring for and liking children

• Family support of teaching as a vocation

• Strong social service interest

• Superior intellectual abilities

• Good emotional adjustment

• Favorable attitudes toward pupils

• Enjoyment of pupil relationships

• Generosity in the appraisal of others

• Strong interests in reading and literary matters

Effective Teaching SkillsReed/Bergemann/Olson, In the Classroom: An Introduction to Education (Table 2.1)

Sets appropriate goal levels of academic achievement

Concentrates on a few dominant goals

Has clear instructional focus

Provides overview of lesson

Explains exactly what is expected

Provides for practice

Gives feedback

Provides for review and closure

Knows how to question

Motivates students

Has knowledge of the subject matter

Has strong general background/understands subject at a high level

Understands how children/adolescents learn

Has knowledge of ethnic diversity, recognizes racism, classism, sexism

Has ability to impart instruction/understands that different approaches are appropriate in different situations

Is flexible in instructional decisions

Models what is to be learned

Measurable

Cyclical Process of Teacher ExpectationsArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 2.2)

Male and Female Teachers by Type of School: 1965-1995Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Table 1.1)

Source: After Metropolitan Life, 1995, p. 70

11 15 15n/a 42 3554 62 5331 34 30

89 85 85n/a 58 6546 38 4769 66 70

Male Elementary Middle Secondary Total

Female Elementary Middle Secondary Total

Year

1965 1984 1995Gender

Average Annual Salaries of Public School Teachers with Projections to 2008Sadker/Sadker, Teachers, Schools, and Society (Figure 2.3)

Source: National Center for Education Statistics, Projections of Education Statistics to 2007. Washington, DC: U.S. Department of Education, 1998.

A Professional Continuum for Teacher DevelopmentTozer/Violas/Senese, School and Society: Historical and Contemporary Perspectives (Exhibit 10-4)

Recruitment to a teacher education program: Based on academic background and abilityto work with children

Preservice preparation in an NCATE-accredited school of education

Initial intern license: Based on INTASC of tests of subject matter and teaching knowledge

A Professional Continuum for Teacher Development (continued)Tozer/Violas/Senese, School and Society: Historical and Contemporary Perspectives (Exhibit 10-4)

New teacher induction: 1-2 years of early career mentoring and evaluation

Continuing license: Based on INTASC performance assessments, including a portfolio of videotaped lessons, written evaluations, and student works

Ongoing professional development in and out of the classroom

Advanced certification: Based on NBPTS performance assessments and examinations

Elements of Control and Change in Teacher EducationSpring, American Education (Figure 2.1)

Career Ladder and National Certification Incentives for

Knowledge and Skill

TeacherEducation

and DevelopmentBased on Student

andTeacher Standards

and Tests

SchoolsOrganized to

Prepare Studentsfor the

Global LaborMarket

Standardsand

Tests forTeaching

Standardsand

Tests forStudent

Learning

Needs of GlobalLabor Market

Milestones in the Birth and Growth of Teacher AssociationsSadker/Sadker, Teachers, Schools, and Society (Figure 15.9)

The Society of Associated Teachers of New York City becomes the country’s first teacher association.

Thirty state teacher associations form.

The first National Teachers’ Association is formed. In the late 1870s, this group merges with the National Association of School Superintendents and the American Normal School Association to become the National Education Association (NEA).

A group of teachers from San Antonio, Texas, becomes the first to join a labor union, the American Federation of Labor (AFL).

The American Federation of Teachers (AFT) is formed.

The AFT has more than 10,000 members.

More than 200,000 teachers belong to the NEA (up from about 7,000 in 1910). More than 30,000 teachers belong to the AFT.

More than 100 strike threats are carried out.

First the AFT and then the NEA take up militant tactics, including collective bargaining and strikes.

Teacher organizations are involved in political action and show growing concern for increased professionalism.

1794

1840–1861

1857

1902

1916

1920s

1940s

1940s–1950s

1960s–1970s

1980s–1990s

A Comparison of the AFT and the NEASpring, American Education (Table 3.1)

2,200,000

Anyone working for public school district, college, or any educational institution

Coalition of American Public Employees (CAPE)

Innovative schools controlled and organized by teachers

900,000

Teachers, paraprofessionals, college faculty, employees of the state and local governments, and health-care professionals

Member of the American Federation of Labor (AFL-CIO)

Supports standards for student conduct and academic achievement

Number of Members

Membership

Affiliations

School Reform Goals

National EducationAssociation

American Federationof Teachers

A Comparison of the AFT and the NEA (continued)Spring, American Education (Table 3.1)

Local—Chartered by national organization for teachers or other representing a single school district or educational institution

State—Lobbies state legislators for school resources, concerned about state teaching standards, and pursues legal action regarding academic freedom

National—holds national conventions, supports national political candidates, creates national educational reform agendas, and lobbies Congress and the President

Local—Chartered by national organization for employees represented by a single employer

State—State federations provide locals with services and support, lobby state legislatures, coordinate political action campaigns, and influence public policy

National—Holds national conventions, supports national political candidates, creates national educational reform agendas, and lobbies Congress and the President

Structure

National Education AssociationAmerican Federation of Teachers

Elementary and Secondary School Enrollments 1970-2006Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 1.1)

Source: National Center for Education Statistics, 1996, p. 127.

1970 1975 1980 1985 1990 1995 2000 2006

5,000

10,000

15,000

20,000

25,000

30,000

35,000

Public grades K – 8

5,000

10,000

15,000

20,000

25,000

30,000

35,000

Public grades 9 – 12

Private grades K – 8

Private grades 9 – 12

Enrollment (in thousands)

Fall of Year

Number of Elementary and Secondary Teachers 1960-1996 and Projected to 2006Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 1.2)

Source: Snyder, 1988; NEA, 1996; Housser and Gerald, 1996.

Public School Ratings: Percentage Awarding Schools A or B GradesArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 7.2)

Source: From Rose, L. C. & Gallup A. M. (1999). “Phi Delta Kappa/Gallup Poll of the Public Attitude Toward the Public Schools.” Phi Delta Kappan, September, 41-56.

The Patterns of the ClassroomSadker/Sadker, Teachers, Schools, and Society

Source: John Goodlad, A Place Called School (New York. McGraw-Hill, 1984).

After observing in more than 1,000 classrooms, JohnGoodlad and his team of researchers found that thefollowing patterns characterize most classrooms:

• Much of what happens in class is geared toward maintaining order among 20 to 30 students restrained in a relatively small space.

• Although the classroom is a group setting, each student typically works alone.

• The teacher is the key figure in setting the tone and determining the activities.

• Most of the time, the teacher is in front of the classroom teaching a whole group of students.

The Patterns of the Classroom (continued)Sadker/Sadker, Teachers, Schools, and Society

Source: John Goodlad, A Place Called School (New York. McGraw-Hill, 1984).

• There is little praise or corrective feedback; classes are emotionally neutral or flat places.

• Students are involved in a limited range of activities—listening to lectures, writing answers to questions, and taking exams.

• A significant number of students are confused by teacher explanations and feel that they do not get enough guidance on how to improve.

• There is a decline in the attractiveness of the learning environment and the quality of instruction as students progress through the grades.

Goodlad concluded that “the emotional tone of the classroom isneither harsh and punitive nor warm and joyful; it might bedescribed most accurately as flat.”

How Much Time for LearningArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 6.7)

PlannedTime

AllocatedTime

EngagedTime

Academic Learning

Time

Types of Classroom TimeA

mou

nt

of T

ime

Mean Percentage Use of Classroom Time at Different Grade LevelsArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Table 4.1)

73.22 18.99 5.52 2.27

72.89 20.71 4.39 2.01

77.42 18.02 2.88 1.68

76.12 20.39 1.29 2.20

Lower Elementary

Upper Elementary

Junior High

Senior High

Instruction Routine Behavior SocialLevel

How Teachers Spend Their TimeArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Table 1.4)

Source: After Metropolitan Life, 1995; Cypher & Willower, 1984.

20.6 3.4 4.5 5.0 5.1

3.8 1.3 2.7

95.415.921.022.923.6

17.4 5.912.7

Instruction Direct instruction Organizing Reviewing Testing MonitoringOther work with students Study hall supervision Assemblies and clubs Control and supervision

Percentageof Time

Total Time in MinutesActivity

How Teachers Spend Their Time (continued)Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Table 1.4)

Source: After Metropolitan Life, 1995; Cypher & Willower, 1984.

1.0

10.0

14.6

20.0

5.3

3.5

2.7

46.5

67.5

89.8

24.6

16.2

Interaction with colleagues and others

Planned meetings

Unscheduled meetings

Exchanges

Desk and routine work

Travel time

Private time

Percentageof Time

Total Time in MinutesActivity

How Do Elementary Children Spend Their Class Time?Sadker/Sadker, Teachers, Schools, and Society (Figure 6.1)

How Do High School Students Spend Their Time?Sadker/Sadker, Teachers, Schools, and Society (Figure 6.2)