1.1: Why Do Teachers Teach?

By Alyschia Conn

Why Teach?

Why do teachers teach? It is a rather simple question, however the question, what is a teacher, must be addressed first. Merriam-Webster’s definition of a teacher is “one whose occupation is to instruct" (Merriam-Webster, 2008, para. 1). That is a rather one dimensional definition of a teacher, as teachers these days, offer so much more to the class than just the information. They offer themselves. A collective definition of a teacher, is someone who “yearns to help children learn, watch them grow, and make a meaningful difference in the world” (Teacher Support Network, 2007, para. 2). This definition must be the main reason as to why individuals pursue teaching as a career. Generally the pay is low to fair, but the overall rewards are much greater, for as a teacher one can touch the hearts of the young and open their minds in order to tap their thirst for knowledge.

The Long Road   by Corey Leopold  CC BY 2.0 license 

The Long Road

Becoming a teacher is a lengthy process obtained by numerous routes, such as night school or attending a four year college. Regardless of the process it is important to obtain at least a Bachelors degree in the desired teaching area, as well as a teacher certification which should include clinical experience (Lewis, L., Parsad, B., Carey, N., Bartfai, N., Farris, E. & Smerdon, B., 1999, para. 3). The average starting salaries were about $31,704 in the year 2003-04, whereas the average teaching salary was about $46,597 for the year 2004-2005 (Pearson Education Inc, table). Compare this to the average cost of living in the United States today which is continually rising (Boskey, para. 3).

Teaching is not a pocket cushining job, but one with long hours and a flat rate of pay. The income of course, depends on where the teacher is instructing. Private schools generally pay their teachers less for they do not need to have proper credentials, whereas schools located in urban areas pay more for those with proper credentials (Vedder, 2003, Public vs. Private, para. 1). Despite the lower pay for private school teachers, it is the students, the teacher's indivdiual commitment to faith, and the freedom provided by not being governmentally run that attracts teachers (Vedder, 2003, Public vs. Private). Considering the figures above, it is clear that teaching is not a lucrative profession. It is the perogative of these individuals to choose a career in teaching, and often they have a strong motive behind their decision. Perhaps teachers teach for personal gain, or they have the desire to spread knowledge, or to watch children reach their full potential beneath their instruction. Regardless of the reason, the reward must be substantial to compensate for the lack of monetary reward.

Passion

There are multiple factors in deciding to become a teacher. For one, it is a healthy alternative to other professions as the TDA’s research has found that about twice as many teachers truly enjoy their work, as opposed to those who have careers in marketing, IT and accounting (TDA, In Summary, para. 1). Although work is not truly, work, if it is enjoyed. For example, Beth Ashfield, a math teacher, spoke of her job with passion “I love my subject, but I know it’s not socially acceptable to say that… in school, I can be as enthusiastic as I want to be. I’m able to convey that enthusiasm to the students, to allow them to become confident and creative in their approach to the subject” (TDA, Beth Ashfield, Maths teacher, para. 1). Becoming a teacher was important for her, due to her great love of a particular subject, and the desire to share it with others in hopes that they might discover the same for themselves. As a teacher one is always learning, whether it is of one’s content material, or something new from a pupil. Being a teacher requires an open mind, for the teacher is always the student. A teacher guides his or her charges on a path to self discovery where they learn about the world, and ultimately, themselves.

Love

Beyond passion, another reason that teachers teach is simply for the love of teaching. As stated by (Liston & Garrison, 2003) Love is a “creative, critical, and disruptive force in teaching and learning.” A teacher who loves his or her job will be a better teacher and have a greater impact on the students he or she influences. Classroom efforts to manage, instruct, and direct groups of twenty to thirty students frequently requires a feelings for others and an intuition that connects teacher to student and to subject matter. (Liston & Garrison, 2003) For the new teacher that multiple tasks entailed in this activity can be overwhelming. (Liston & Garrison, 2003) For the experienced teacher they can seem almost unconscious. (Liston & Garrison, 2003) This connection between students and teachers can sometimes be a form of love and concern for the well being of other human beings. A teacher must have a strong desire to see the well being of young students is advanced and know that at the end of the day they have played a small part in the bettering of these students. Most teachers truly have passion for what they do, but they also have a love for it as well.

Teacher working with kids 

by breity   CC BY-SA 2.0 license 

The Challenge

There are points when teaching becomes a challenge, but it is those that thrive on the challenge of reaching kids who are truly the most effective. Though they may seem under appreciated, the individuals who instruct in our country’s challenge-schools, or schools located in poor urban areas, are very important. Laura Hendrickson conducted a study that looked into high-challenge urban schools, and how good teachers affect the students education. It was obvious that with three years of quality teaching the students performed almost nearly as well as those who were not situated in a high challenge school. Often teachers leave such places due to their struggles with reaching the children in those areas however, those that stayed had the following reasons; "relationships with students, rewards, instructional focus, collegiality, feeling needed and a desire to help others, challenges and parents" (Morris, 2007, Abstract para. 4). The teachers took their responsibility to not merely be educators, but also to provide different avenues of understanding so that all students could “master basic learning objectives” (Cotton, 2001, para. 3). These objectives were acquired through the encouragement and support of the teachers who established the connection between the student’s effort and his or her outcome, as opposed to luck or good fortune. The effort of these teachers was remarkable as they faced the challenges of the student’s unstable and sometimes uneducated backgrounds and found ways to reach the children by being flexible with their teaching style and creative with rewards (Cotton, 2001, para. 5).

Creativity Is Key

Beth Anders, once a physical education teacher, now heads the coaching faculty of the field hockey team at Old Dominion University. Her view on teaching was similar to that of Beth Ashfield, for she loves to teach and develop people. "Life is learning and to be part of people developing and acquiring knowledge. Every person is unique and the challenge is to find fun ways to guide individuals to learn and understand what they are interested in learning" (B. Anders, personal communication, February 2, 2008). There are many ways to be creative in the classroom, whether it is using projects, videos, and presentations, but what if the creativity stemmed from the teacher?

Being creative is important in teaching, for the students are the audience. No one knows this better than entertainers, who are creative and use their ingenuity to bring to life rather dull aspects of education. This in and of itself is talent, and there are those who devote themselves to that. Paul Keogh, a Modern Languages teacher had always aspired to be an entertainer, however, he chose teaching as his profession instead. He does not regret this choice for, he’s always got someone to perform for. He equated teaching to entertainment, but more importantly he remarks, “I love to see them growing personally, socially and academically” (TDA, Paul Keogh, Modern Languages teacher, para. 3). This statement itself encompasses the point of education, for there cannot be growth without learning, and learning stems from observing from someone of an educated status higher than one’s-self.

Kangaroo Kids International Preschool graduation ceremony in Maldives (202) by The President's Office, Maldives

 CC BY 4.0 license

The Rewards

The rewards received by being a teacher are different than those received by someone like a salesman for example. If a salesman is doing well, he makes his quota, and he then earns his monetary bonus. It is possible that he receives a plaque to hang behind his desk stating that he was the number one salesman for this period in time. Teacher’s rewards are not so tangible, but rather, “they are rewarded more by witnessing their students succeed and follow their dreams than by any plaque “ (Daily Egyptian, 2005, para. 7). A group of school teachers who had participated in a study that looked into why teachers taught in high challenge schools, jointly agreed that what their students achieve under their instruction was reward enough for all the time that they devote to their students. "Student achievement was another reward the teachers discussed as a reason for staying. When their students were successful, the teachers felt incredibly rewarded." (Morris, 2007, pg 58). The reward teachers receive is a feeling, and feelings are more special and memorable than gold and silver plaques hung stoicly on a wall proclamming an individuals success. For teaching, it is not about what the teachers can achieve, but what they can get their students to aceive, and through their students, reflects a teacher's greatest achievement.

In Conclusion

To address the opening question, why do teachers teach? The answer is simple, “they teach for the love of children and to contribute to the well-being of all of us” (Teachers are Important, 1998, para. 4). It is something inside them. It is a drive, a force, a passion, a talent that they wish to dispel upon his or her students in order to watch them succeed. Choosing to be at teacher is not for the money, as a teacher's monetary compensation is hardly adequate given all that they give to their students. Becoming a teacher is almost like heading a calling. It is not for the light at heart, but rather, for those who love children and people, who have a passion for education, and who love to share in that passion. Teachers yearn to see the burning desire to learn, and love to see the excitement of discovery, and that, is why teachers teach.

References

-Anders, B. (2008, Feb, 2). "Why Do Teachers Teach? " In By Alyschia Conn. Email.

-Boskey, S. Experts Confirm: The Cost of Living is Rising Faster Than Incomes. PR Web Press Release Newswire. Retrieved January 31, 2008, from www.prweb.com/releases/2006/1/prweb 331749.htm

-Cotton, K. (August 31, 2001). Educating Urban Minority Youth: Research on Effective Practices. School Improvemnt Research Series. Retrieved February 2, 2008, from http://www.nwrel.org/scpd/sirs/5/topsyn4.h tml

-Daily Egyptian. (2005, November 17). Appreciate the Good Teachers. Daily Egyptian. Retrieved February 2, 2008, from nwshound.de.siu.edu/online/stories/ storyReader$9

-Lewis, L., Parsad, B., Carey, N., Bartfai, N., Farris, E. & Smerdon, B. "Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers." Washington DC: U.S. Department of Education, National Center for Education Statistics, January 1999. Retrieved January 31, 2008, from http://nces.ed.gov/pubs99/1999080.pdf

-Merriam-Webster. Teacher. Merriam-Webster Online. Retrieved January 30, 2008, from http://www.m-w.com/dictionary/teacher

-Morris, L. (2007). Joy, passion and tenacity: A phenomenological study of why quality teachers continue to teach in high-challenge urban elementary schools. (AAT 3263427), 102. Retrieved February 2, 2008, from https://search.proquest.com/docview/304824773 ProQuest.

-Pearson Education Inc. Beginning Teacher Salaries (Actual Average) TeacherVision. Retrieved January 31, 2008, from www.teachervision.fen.com/tv/printa bles/Beginning_Teacher_Salary.pdf

-Teachers are Important. (1998, May). Gainesville Sun. Retrieved February 1, 2008, from www.afn.org/~alilaw/Published/teach ers.html

-Teachers Support Network. Why Become a Teacher? Retrieved January 31, 2008, from www.teacherssuportnetwork.com/corpo rate/KnowledgeCenterArticle.do?id=5

-Training and Developing Agency For Schools. Beth Ashfield, Maths Teacher. TDA. Retrieved January 30, 2008, from www.tda.gov.uk/Recruit/lifeasateach er/teachersstories/bethashfield/transcript. aspx

-Training and Developing Agency for Schools. How Does Your Job Make You Feel? TDA. Retrieved January 30, 2008, from www.tda.gov.uk/Recruit/lifeasateach er/howdoesyourjobmakeyoufeel.aspx

-Training and Developing Agency For Schools. Paul Keogh, Modern Languages teacher. TDA. Retrieved February 2, 2008, from www.tda.gov.uk/Recruit/lifeasateach er/teachersstories/paulkeogh/transcript.asp

-Vedder, R. (2003). Comparable Worth. Education Next, 3. Retrieved January 31, 2008, from http://www.hoover.org/publications/ednext/ 3347411.html

-Liston, D. P., & Garrison, J. W. (2003). Teaching, Learning, and Loving: Reclaiming Passion in Educational Practice. Routledge.

This page titled 1.1: Why Do Teachers Teach? is shared under a CC BY-SA license and was authored, remixed, and/or curated by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students.

1.2: Why Teachers Leave the Profession

By: Sarah Wolff

Learning Objectives

• Reader should be able to identify key factors that influence a teacher’s decision to stop teaching.

• Reader should be able to identify the effects of low teacher retention.

• Reader should be able to identify ways by which states and schools can boost teacher retention.

Introduction

Why do teachers leave the profession? Teacher attrition has been on the rise for the past two decades and it is no surprise that it has become a major concern. (Brooks-Young, 2007). Every year, approximately one-third of the nation’s teaching force turns over and the retention rate of new teachers after five years is only sixty-one percent. (Kersaint, 2007). Researchers believe that teacher shortages are caused not by lack of interest in teaching, but by too many teachers leaving the profession. (Williby, 2004). What must be addressed are the factors affecting teachers’ decisions to leave, the effects on the students and schools of low teacher retention, and the possible solutions to increase teacher retention.

Factors Influencing Teacher Turnover

According to Smithers and Robinson, there are five main reasons for teachers leaving the profession: workload, new challenges, school situations, salary, and personal circumstances. Among those five main reasons, workload was the most important factor in affecting teacher turnover, while salary was the least important. (Smithers & Robinson, 2003).

Introduction to Bioinformatics Teacher Workshop by NWABR CC BY 2.0 license

Workload

Being a teacher is not an easy job. Teachers must teach their students, as well as complete paperwork, lesson plans, assessments, etc., and at times this can be overbearing. There is an increase on assessment and accountability of teachers, which means there is an emphasis on testing, evaluation, and passing state standards. Teachers are required to teach to state standards and for their students to pass standardized tests, adding another requirement to be placed upon teachers. Also, many times, teachers are expected to sponsor a club or activity on top of everything else they must do. This means spending more time at school working. Meeting these requirements and juggling these tasks can be hard and frustrating, especially for new teachers with little experience.

New Challenges

New Challenges often cause new, inexperienced teachers to leave the profession. For the most part, their first few years in the classroom are spent trying to get organized, get a grasp on the pace of teaching the material, and learning how to effectively manage a classroom. Disruptive or troublesome students can make a teacher’s job that much more difficult by having to deal with the students and in some cases having to take disciplinary actions

"Depressed musician vintage drawing"

 by The British Library CC0 1.0 license 

School Situation

School situation encompasses many different things. It can be how the school is run, who runs the school, what type of programs are available to teachers, geographical setting of the school, and much more. Geography can play a major role in affecting a teacher’s decision on whether to leave the profession. In rural settings, the main reasons for teachers leaving was due to cultural differences, the geography (i.e. being too far away from a city or town), and professional isolation. (Williby, 2004). For urban settings, the reasons for leaving were an emphasis to oversee extracurricular activities and whether they were teaching at an at-risk school. How the school is run is also another factor causing teachers to leave. A lack of administrative support is damaging to a teachers self-esteem, poor facilities cause teachers to become frustrated, and insufficient mentoring leaves the teacher with nowhere to look for advice, and ultimately cause teachers to leave.

Personal Circumstances

Since teaching requires a lot of time and effort, sometimes personal circumstances can affect a teacher’s decision on whether or not to leave. The most common personal circumstance that causes teachers to leave is family. This encompasses everything from pregnancy, spending more time with family, and taking care of family. For women who get pregnant while teaching, they may find it more cost effective to leave and become a stay-at-home mother (Kersaint, 2007). For other teachers, quality time with their family and taking care of their family is very important and the workload of being a teacher doesn’t allow them much time to do this. Age is also another personal circumstance that causes teachers to leave. Typically, it is younger teachers or older teachers approaching retirement that usually leave the teaching profession. For older teachers, there is a direct correlation with early retirement and pension-plans. (Ingersoll, 2001). This means that it is more likely for an older teacher to retire if they have a pension plan.

Noise in the Library by sffoghorn  CC BY 2.0 license 

Effects of Teacher Turnover

The effects of teacher turnover is astounding, not only for the school systems, but for the students as well. Teacher turnover can have a negative effect on student learning. Schools usually hire last-minute teachers who are under-qualified and inexperienced. (Kersaint, 2007). According to the National Commission on Teaching and America’s Future, inexperienced teachers are noticeably less effective than senior teachers. These new, inexperienced, and under-qualified teachers passing in and out of the school systems can have an emotional and physiological effect on students and student learning.

The cost of teacher turnover is over $7 billion dollars a year. (NCTAF, 2007)

For the school systems, teacher turnover is a fiasco. It drains resources, diminishes teacher quality, undermines the ability to close the gap of student achievement, and is financially burdening. (NCTAF, 2007). Resources are drained due to the need of experienced teachers to train and mentor new teachers. Financially, schools are suffering from teacher turnover because of the cost of recruiting, hiring, advertising, and providing incentives. (Harris & Adams, 2007). Ultimately, the effects of teacher turnover on the school systems directly impacts the students; the financial cost of teacher turnover takes money away from other projects that could be beneficial to the students, the quality of teachers hired directly impacts student learning and student achievement, and the school community and effectiveness can be destroyed.

Chris Spruck helping Barb Prebble get her WordPress online by MikeSchinke lCC BY 2.0 license 

Boosting Teacher Retention

So now the question is, what can be done to boost teacher retention? Teachers leave the profession for several reasons from lack of administrative support to poor facilities to low pay. There are several steps schools can take to boost teacher retention.

To retain teachers that are inexperienced, schools can implement a well-organized induction program. This type of program would include mentoring and peer review evaluations. This allows teachers an outlet for help and instruction, as well as advice on how to improve performance. These types of programs also prepare teachers on what to expect and how to effectively do their job. Studies show that teachers who receive intensive mentoring are less likely to leave than those who receive little to no mentoring. (Williby, 2004).

Other ways to boost teacher retention include new administrative and organizational strategies. Since workload is the major reason for teachers leaving the profession, strategies such as job sharing or part-time work may be more appealing to some teachers, or time to get work done during the school day through extended planning time, etc.

Hiring incentives are also another way to boost teacher retention. Although salary is not the biggest force driving teachers away from the profession, incentives would give them more of a reason to stay. These incentives inlcude: hiring bonuses, health insurance, pension plans, and higher salaries.

Conclusion

All-in-all teacher turnover is a growing problem and must be solved. The reasons for why teachers leave the profession vary from teacher to teacher, but there is no doubt that something must be done to boost teacher retention. Teacher turnover effects student learning, student achievement, and the school systems. The cost is astounding, and new programs and strategies must be developed so teacher retention does not become an even bigger problem than it already is.

References

Brooks-Young, S. (2007). Help Wanted. T.H.E. Journal, v34 no 10.

Harris, D. N. & Adams, S. J. (2007). Understanding the level and causes of teacher turnover: A comparison with other professions. Teaching and Teacher Education, 23. doi:10.1016/j.econedurev.2005.09.007

Ingersoll, R. M. (2001). Teacher Turnover and Teacher Shortages: An Organizational Analysis. American Educational Research Journal, v.38 no. 3.

National Commission on Teaching and America’s Future (NCTAF). (2007). Policy Brief: The High Cost of Teacher Turnover. Retrieved February 4, 2009 from nctaf.org.zeus.silvertech.net/resources/research_and_reports/nctaf_research_reports/documents/CTTPolicyBrief-FINAL_000.pdf

National Commission on Teaching and America’s Future (NCTAF). (2007). Pilot Study: The Cost of Teacher Turnover in Five School Districts. Retrieved February 4, 2009 from www.nctaf.org/resources/research_and_reports/nctaf_research_reports/index.htm

Kersaint, G., Lewis, J., Potter, R., & Meisels, G. (2007). Why teachers leave: Factors that influence retention and resignation. Teaching and Teacher Education, 23. doi:10.1016/j.tate.2005.12.004

Smithers, A. & Robinson, P. (2003). Factors Affecting Teachers’ Decisions to Leave the Profession. The Centre for Education and Employment Research. Retrieved February 3, 2009 from www.buck.ac.uk/education/research/ceer/pdfs/factorsteachersleaving.pdf

Williby, R. L. (2004). Hiring and Retaining High Quality Teachers: What Principals Can Do. Catholic Education, v. 8 no 2.

Image: Classroom by crackdog. Public Domain 

1.3: Is Teaching A Profession?

By Jessica M. Vasiliou

Introduction

Teaching as a profession has become a huge concern in our society. I would think all parents would want their children to be taught by a professional. However, teaching as a profession is the question that remains to be answered clearly. The academic society needs to spell out a sense of professionalism in order to ease this concern. “Unlike other professions where you make ‘machines’ work, this profession allows one to deal with the most complex phenomena on earth. Ranging from most studious to most mischievous students, the teachers need to maintain a balanced attitude and approach in transforming them to mature individuals” (Kishore, 2000, paragraph 4). Professionalization of the teaching workforce is a major concern that needs to be addressed because it is a field of significant knowledge. The process of teaching can influence the lives of many students.

The Definition of Profession

Eliot Freidson, author of Professional Powers (1986), cautions, “a word with so many connotations and denotations cannot be employed in precise discourse without definition” (Freidson, 1986, p. 35). In trying to break down the debate about teaching as a profession, we must first look at the concept of “profession.” Originating from the Latin, professio, profession originally meant "the declaration of belief in or acceptance of religion or a faith" usually related to religious beliefs (Dictionary.com). However, by the sixteenth century, this rather narrow meaning expanded to include “body of persons engaged in some occupation” (Dictionary.com). The meaning of profession seems to be very unclear which is why people still cannot determine if teaching can be known as a profession.

The noun profession, referring to an occupation, also dates back to at least the sixteenth century, and is equally vague. Profession as a noun is defined as “a vocation requiring knowledge of some department of learning or science” (Dictionary.com). It is compared to a “learned profession” such as that of medicine and law (Freidson, 1986). “Inherent within this context is the elite and prestigious connotation many hold of ‘the professions’ to this day” (Freidson, 1986, p. 3). As Freidson said, “the original professionals addressed each other and members of the ruling elite who shared some of their knowledge and belief in its virtues. They did not address the common people or the common, specialized trades. So it is our time” (Freidson, 1986, p. 3).

If we as teachers are going to be “professionals” in our occupation, we need to realize that professionalism is for the most part a state of mind. Preparation is vital in the teaching world in order to provide every student with a proper education. Hence, one who calls themselves a professional teacher would want to conduct their classroom with character and dignity. A professional teacher would take the time to produce an intellectual exchange within their classroom. Professionals in education would want students to learn from the methods, ideas and lessons presented in their classroom.

Professional Learning 2013 2014 by Barrett.Discovery CC BY 2.0 license 

A Professional Teacher

It is not easy to find someone who is opposed to the concept of teacher professionalism. Juliane Brown, a teacher in Lancaster, Pennsylvania said, “I believe I am a professional because I am a master at what I do, I love what I do and I make a living at what I do. I engage in this activity known as teaching so much that it is what I live for. Therefore, I believe that I am a professional.” Teachers are no longer being seen as people who simply transport packages of knowledge. Rather, teachers are evolving in a way that they are seen as information-holders and knowledge-makers, possessing much skill, which newcomers to the world of teaching must strive to obtain through experience, study, thought and reflection. Professionalism of teachers will insure our students with the finest education yet.

“I believe I am a professional because I am a master at what I do, I love what I do and I make a living at what I do. I engage in this activity known as teaching so much that it is what I live for. Therefore, I believe that I am a professional" (Brown,2008, January 28).

Teaching-Not a True Profession?

Some people have concluded that teachers need more training. For example, a Bolton-born education expert claims, “Teaching should not be considered as a profession because not enough training is given to those who go into it” (Bolton-born education expert, Teaching not true profession, 2005, paragraph 1). Possibly to get to the point of teaching being a true profession more in depth education may be needed. Many think that teaching cannot compare to that of a career in medicine and law in terms of professionalism because it “has a shorter qualification route” (Phil Revell, Teaching not true profession, 2005, paragraph 2). Perhaps in the future more years of education will be needed to become a teacher.

Professional Versus Non-professional

A professional could be said to be a person who has an extremely developed talent or skill (Buijs, 2005). All professionals whether it be a professional dancer or doctor receive pay for what they are doing. On the other hand, a non-professional or amateur may not receive pay (Buijs, 2005). A more significant contrast is that “being a professional conveys the connotation, not only of a high level, but of a consistent level, of performance. Professional athletes or professional entertainers, for instance, can be counted on to perform in diverse, and sometimes adverse, circumstances; they can, and often do, perform regardless of personal mood, motivation, or even injury. Neither the expectations nor the level of performance of a professional is demanded of an amateur” (Buijs, 2005, p. 331). What is trying to be explained here is the fact that there is a certain standard of performance for professionals that should be met, but does not have to be met by that of an amateur or a non-professional.

AD at Fast Response Survey System Art Education Report at Miner Elementary School 04022012 65 by US Department of Education CC BY 2.0 license

What is the American Government Doing?

The American government is very involved in improving the education systems (Denlinger, 2002). However, the government may not be concerned with the right issues when it comes to teacher professionalism. “Instead of looking at the real problem-poor working conditions and low salaries- the government is arguing that we need to become tougher on our teachers, demand more in terms of work, and do more testing to see if teachers are doing their jobs” (Denlinger, 2002, p. 116). Low wages is the true dilemma in this field, which our leaders are refusing to admit (Denlinger, 2002). “Bush has proved this by his approach to another, similar problem: low morale in the armed forces. To cure that problem, has he argued that we need to demand more of our soldiers? No… Instead, Bush has decided that we need to increase the salaries of our armed forces” (Denlinger, 2002, p. 116). Denlinger went on to say, “His business logic is self-evident; the only way to draw the best talent is to pay the best wages. It’s not that the talent isn’t there to staff our armed forces-they’ve just chosen to go where the pay and appreciation matches the job’s demands” (Denlinger, 2002, p. 116). This is happening with our college graduates who are graduating with a teaching degree. These graduates choose to enter a higher-paying job and a career that they will have competitive wages, are appreciated and gain rewards. If the salaries became more competitive in education perhaps there would not be such a scarcity of teachers and “the quality of education would improve markedly” (Denlinger, 2002, p. 117).

Conclusion

In the world of education, teachers are a guiding light to students. I think teachers are miracle workers when it comes to trying to get every student to pass a test. Do doctors get all their patients to pass their tests in terms of being healthy and physically fit? If they did, I would consider doctors miracle workers as well. Teachers are also knowledge workers, transporting much knowledge while shaping the minds of our youth and thus have a responsibility and image to uphold. In today’s work force, there are many options available and college graduates are choosing careers simply because of the pay rather than choosing something that they love to do. Whether looked at as a profession or not, teachers should be respected for what they are doing just as doctors and lawyers are. In order to maintain some structure of professionalism in the educational environment, education systems need to take steps to make sure they handle this task efficiently.

According to Valeri R. Helterbran, EdD, an associate professor in the Department of Professional Studies in Education at Indiana University of Pennsylvania, Indiana, "identifying and engaging in professional strategies to develop one’s own level of professionalism is important to the overall understanding of this topic and may be the lynchpin that makes the difference in determining whether or not a teacher is a professional. Teachers must decide who they are and how they want to be perceived in the classroom. Becoming increasingly professional implies a commitment to change, to strengthen, and to grow as a person and as an educator. It is equally apparent that it is imperative for teachers, individually and collectively, to consider what they can do to ensure that they are practicing the art and craft of teaching in a manner that is of service to children’s achievement and society. A more thorough understanding of the attributes of professionalism can serve as an introduction for preservice teachers and a reminder to both novice and seasoned teachers to ensure that they conduct themselves as professionally as possible. Professionals take ownership of their job responsibilities, assignments, and personal conduct. Being a professional is a matter of personally emulating and modeling the qualities we demand of our students and colleagues as scholars, contributors, and owners of personal destiny. (Valeri R. Helterbran, Professionalism: Teachers Taking the Rein, 2008, p. 126)"

Note

Schools should...

-Train teachers regularly

-Create Teachers’ forums and encourage teaching communities

-Pay teachers adequately

-Treat them with respect

-Maintain schools properly

(Kishore, 2000, paragraph 6)

“Education is the only investment that will have highest return on investment”

(Kishore, 2000, paragraph 6).

References

Bolton Evening News. (2005, April). Teaching not true profession. http://archive.asianimage.co.uk/2005/4/1/438290.html.

Brown, J. (2008, January 28). Teacher. (J. Vasiliou, Interviewer)

Buijs, Joseph A., (2005). TEACHING: PROFESSION OR VOCATION? [Electronic Version]. 331. Retrieved Jan. 29, 2008 from Wilson Web database.

Denlinger, Steven L., (2002). Teaching as a profession: a look at the problem of teacher deficits [Electronic Version]. 116-117. Retrieved Jan. 29, 2008 from Wilson Web database.

Dictionary.Com. 2008. Lexico Publishing Group, LLC. 30 Jan. 2008 <dictionary.reference.com>.

Freidson, Eliot. (1986). Professional Powers: A Study of the Institutionalization of Formal Knowledge. Chicago: University of Chicago Press, 3, 35.

Kishore, C.S. (2000, January). A Noble Profession. Retrieved January 28, 2008, from www.cskishore.com/teaching.htm.

Helterbran, Valeri R., Professionalism: Teachers Taking the Reins, Clearing House; Jan/Feb2008, Vol. 81 Issue 3, p123-127, 5p.

This page titled 1.3: Is Teaching A Profession? is shared under a CC BY-SA license and was authored, remixed, and/or curated by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students.

1.4: Teacher Training- Ideal vs. Reality

By Adrienne Scott

Introduction

Teachers have the rare opportunity to mold a person’s life forever. It’s no wonder that with such a tremendous responsibility comes conflict. People are beginning to question if what teacher candidates are learning is effectively preparing them for their career. The question presentation by this issue is clear, “do the ideal training teachers receive match with the reality they will face?” The answer however, is not as clear. Critics believe that institutions fall short when it comes to equipping teachers, not taking into account certain factors. Some of these factors are gender, technology availability, classroom experience, diversity, and social issues. On the other side are those who support institutions and their teaching programs. These supporters believe that teaching programs are sufficient and to make the programs any more specific would be detrimental to future teachers. There is no clear right or wrong answer on this issue. This chapter will serve as a source of information on the topic at hand. The goal of this chapter is to educate you on the topic so you will be able to make a more informed decision concerning teacher training, the ideal vs. the reality.

Go Teacher U.!

Teacher candidates often receive the best building blocks from their institutions. These blocks are styles, methods, and techniques, which give teacher candidates a foundation to build on. Many people criticize institutions for how they choose to prepare future teachers. The critics believe that an unreachable image of what teaching will be like is painted. In reality, institutions equip future teachers with all the tools they will need to become an effective teacher. For example, a course on integrating technology into the classroom might not be practical for teachers who will teach in inner-city schools, low budget school districts, or in communities suffering from digital divide. However, institutions realize that technology is becoming more accessible and that teachers need to learn how to be flexible and adapt to whatever school district they are in. It is the job of the institution to educate teacher candidates on the basics of teaching. Those candidates will then be able to take their problem-solving and application skills, which they also learn in college, and tweak the basics to appropriate their school.

Institutions educate future teachers on how to be effective in their classroom. The bottom line is that there is no way institutions can prepare teacher candidates for everything that might happen throughout their teaching career. The U.S. Department of Education conducted a study of teachers’ reflections of their educational institutions. They found that most teachers believed “there were issues for which no college or university could have prepared them” (U.S. Department, 2008). Lisa Shipley, a seventh and eight grade teach in Missouri, believes that her university prepared her the best it could for the expected, but the unexpected is another story (U.S. Department, 2008). Shipley states “college did not prepare me for the student whose mother was murdered by a jealous boyfriend; for the student who witnessed a drive-by shooting; for the student who was removed from her home because of an abusive father. These realities do not exist in textbooks, yet they are, sadly, all too often the realities that people—with real lives and real problems—bring into my classroom” (U.S. Department, 2008). Teacher preparation programs prepare future teachers in an effective manner, it is unfair for third parties to criticize this preparation because there is no way which teacher candidates can be completely prepared for the emotional stress their new job will bring.

Even after participating in teacher preparation programs, individuals really must complete on the job training in order to become more prepared and effective teachers. One semester of student teaching generally does not adequately condition a future teacher in that it is impossible for them to encounter every possible conflict, just as Lisa Shipley had lamented (U.S. Department, 2008). It takes a fair bit of on-the-job training or roughly two years to become competent at classroom management, and around six to seven years to become an effective teacher (Wallis, 2008). This is where the harsh reality of the real world comes into play as many teachers struggle in their early years and consequently throw in the towel. “Between a quarter and a third of new teachers quit within their first three years on the job,” and this is due to how under-prepared the teachers are and what little support they receive from their respective schools (Wallis, 2008).

World by kevin dooley CC BY 2.0 license

Welcome To The Real World

In college, students are taught that boys and girls should be treated the same at all times however, in the classroom it is important for the teacher to make the distinction between the two groups. This distinction should not be made to favor one group over the other but to target each group with the specific teaching styles that will best reach them. David Kommer, middle levels specialist at Ashland University, does not agree with what teacher candidates learn in college. Kommer believes that it is essential for teachers to be aware of differences in gender so that they are able to be “purposeful in the treatment of each, and so they are able to send the healthiest messages” (Kommer, 2006). In fact, Kommer doesn’t even believe that boys and girls should be treated the same, “Our goal is not to try to make boys and girls the same; we tried that several decades ago. We might have more success if we teach boys and girls to respond to each other as people” (Kommer, 2006).

Most colleges now require teacher candidates to take a course in technology integration. This course is wonderful; it enlightens future teachers on how technology is necessary and shows them how to use it to enhance the curriculum. The only problem with this class is that it makes the assumption that all schools will have up-to-date computer labs with various software and technology in every classroom. The reality is that many teachers will graduate college and begin their teaching career in an inner-city school, a school that doesn’t have the resources to provide students with constant access to technology, or in a community suffering from digital divide. Digital divide is “the gap between those who benefit from digital technology and those who do not” (Smith, 2008). Digital divide may not seem that important but in reality it has a huge impact on the poverty problem around the world. “Access to digital technology greatly enhances the effectiveness and affordability of efforts to improve the water supply, improve rural health and education, generate jobs and address any of the other interrelated problems of poverty” (Smith, 2008). It is important for future teachers to be educated on digital divide and ways to close the gap.

“Everyone should be treated equal”, this is a quote that many people pride themselves on, however, in education this declaration of equality could end up harming student’s education. Teachers against prejudice (TAP), is an organization devoted to erasing prejudice in school systems. TAP believes that future teachers need to be trained “to create a level-playing field respecting the inherent right of all to self-identify rather than be labeled” (Teachers, 2008). In the classroom, not every student is equal. Not every student learns the same way or has the same experiences, and teachers who treat them as though they do explicitly hinder their learning experience. Dr. Aretha Faye Marbley, an associate professor at Texas Tech University, believes that “the future welfare and the national security of our country depends not only on how well we educate our children, but also on how well we prepare teachers for working with racially and culturally diverse learners” (Marbley, 2007).

Institutions are not properly preparing teacher candidates for their future profession if they are not altering course content to match the present workforce. When teachers first enter a classroom they need to have knowledge about some of the social problems effecting children today.

Future teachers should have even more knowledge about the social problems affecting the specific age group they plan to teach. Melissa Luroe, a seventh and eighth grade teacher in Maryland, feels as though her institution failed to prepare her for the social issues her middle-school students were dealing with. Luroe confesses, “My children are dealing with issues I never imagined when I was a 13-year-old. AIDS, abuse, neglect, drugs, and sex are `buzz words' I overhear in the hallways, classrooms, lunchroom, and library” (U.S. Department, 2008). Luroe’s college did not prepare her for handling these issues, but that will not keep her from tackling the problems, “as a teacher, mentor and friend, I have to deal with these issues every day” (U.S. Department, 2008).

MIND THE GAP!! by willemgo CC BY 2.0 

Bridging The Gap

As you may recognize from the information provided on this topic, there is no right or wrong answer when it comes to figuring out if teaching training is ideal. However, choosing a stand on the issue is just the first step. Whether you support, oppose, or are just undecided on your view of teacher preparation programs, you must realize that many programs are not being finely altered. What this boils down to is that regardless of what teacher candidates believe, they must find a way to bridge the gap between the ideal and reality.

Teacher candidates can help their ideal education become more like their future reality by taking initiative. One way for them to bridge the gap is to make the most of the experiences they do have. For future teachers this mean devoting time to studying and researching their subject and grade level and then putting those efforts into application during observation and practicum. This also means that teachers should be experimenting with different techniques and methods of dealing with children during their field experiences. Another way for future teachers to take initiative is by seeking outside opportunities to work with children and gain classroom experience. For some this may mean getting a job substituting in public schools or working at a day care center while for others, it may mean getting a summer job as a camp counselor. Taking responsibility is another way teacher candidates can help bridge the gap. Future teachers should know about the social issues their students are facing. Some way to do this are by attending PTA meetings, attending school board meetings, communicating with experienced teachers and community outreach programs, or simply by watching the local news.

My opinion of whether or not institutions are properly preparing future teachers falls somewhere between the two extremes. I believe that many colleges and universities are doing a good job by equipping teachers with basics that they will be able to mold and apply to many situations. However, it would be beneficial if these programs could focus more on realities teachers will face and classroom management. Good teaching can only go so far if the teacher can’t reach the children, whether its gender, technology, diversity or social issues getting in the way. That said, educators need to stop blaming their teacher preparation programs for not being ready for the work force and except some of the blame themselves. Our generation differs greatly from that of our parents, so imagine how out of touch we will be with our students if an extra effort isn’t extended. I believe that this extra effort is essential in a classroom to achieve effective learning.

Sources

Kommer, David. (2006). Boys and Girls Together: A Case for Creating Gender-Friendly Middle School Classrooms. The Clearing House, 79. Retrieved January 30, 2008, from http://vnweb.hwwilsonweb.com.proxy.lib.odu.edu/hww/results/results_single_fulltext.jhtml;hwwilsonid=NG5C204ARNQRHQA3DIMSFF4ADUNGIIV0

Marbley, Aretha Faye. (2007). Interfacing Culture Specific Pedagogy with Counseling: a Proposed Diversity Training Model for Preparing Preservice Teachers for Diverse Learners. Multicultural Education, 14. Retrieved January 29, 2008, from http://vnweb.hwwilsonweb.com.proxy.lib.odu.edu/hww/results/results_single_fulltext.jhtml;hwwilsonid=S2T1TXPJPD1O1QA3DIMSFF4ADUNGIIV0

Smith, Craig Warren. Digital Divide.org: Ushering in the Second Digital Revolution. (, ). Retrieved February 3, 2008, from www.digitaldivide.org/dd/digitaldivide.html

Teachers Against Prejudice-TAP into the Community. (2008, January 12). Retrieved February 3, 2008, from http://www.teachersagainstprejudice.org/

U.S. Department of Education. What to Expect Your First Year of Teaching. (1998, September ). Retrieved January 31, 2008, from http://www.ed.gov/pubs/FirstYear/ch5.html

Wallis, Claudia (February 13, 2008). How to Make Great Teachers. Time Magazine, Retrieved April 17, 2008, from www.time.com/time/nation/article/0,8599,1713174-2,00.html

This page titled 1.4: Teacher Training- Ideal vs. Reality is shared under a CC BY-SA license and was authored, remixed, and/or curated by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students.

the list by sunshinecity CC BY 2.0 license 

1.5: What do I need to do to become a teacher?

Written by: Jasmine Tucay

"Those who can't do, teach..." - The School of Rock.

Learning Objectives

• The reader will find out what makes a good teacher

• The reader will learn about different types of degrees and the cerficates that are offered

• The reader will learn about the tests that one is required to take prior to becoming a teacher

• The reader will learn about the career opportunities existing after getting licensed

Introduction

"Those who can't do, teach, and those who can't teach...teach gym" (IMDb.com, Inc., 2008). All silliness aside, in the movie "The School of Rock" the career of a teacher, in so many words, chose the main character. Through various realistic, and unrealistic events, he learned to love the profession. However, he lacked the credentials and certification that teachers need to teach.

All right, so life isn't exactly like the movies, but this particular movie does show an important point. There are certain steps that a person has to take before he or she can be a licensed teacher.

In today's career driven society, there are always steps that you have to take to get where you want to go. Becoming a teacher falls in line with this mentality. The first step to becoming a teacher is taking the plunge and deciding that you want to be in the field of education. After this decision, you want to find a university offering a program that will earn you a degree and licensure to teach. While taking various classes, you'll be required to take numerous exams to assess your competency on knowledge regarding your future as an educator. After taking classes and teaching tests, you can receive your degree(s) and find a school to start your career as an educator.

What Makes a Good Teacher?

There are many qualities and characteristics that make up a good teacher. Engaging, caring and innovative are some things that may come to mind. According to Dr. Richard M. Reis, a professor and executive director at Stanford University, the top priority of teachers should be that they want to be good teachers. In his article he states that as teachers "we respect students who really try, even if they do not succeed in everything they do, so they will respect us, even if we are not as good as we want to be" (Reis, 2007). Your future students will know that you want to be a good teacher if you yourself strive to become one. To supplement this point, "among 150 teachers in the first three years of their careers aged under 26 reveals that 85 per cent of this 'Generation Y' probably or definitely want to be working in a school in 20 years, with only two per cent definitely not" (National College for School Leadership). With this being said, teachers with enthusiasm are working in the education field today.

In addition, Reis adds that teachers should be good listeners as well (Reis, 2007). With the varying ages, gender and personalities of your future students, it will benefit you and the students you teach to listen to what works for them, and what to never try again.

There are many opinions on what goes into a good teacher, but only you can implement the characteristics in your own teaching career.

Getting Your Degree

There are many programs that you can pursue on your way to get your degree. First you would choose your specific grade level, then you would go onto to taking your various classes. For example, at Old Dominion University, there are a few different educational tracks that you can pursue including: Pre-K - 3, Pre-K - 6, K - 12, K - 12 with a emphasis on Special Education, and Secondary Education which includes 6 - 12 (Darden College of Education 2008).

After picking a program, you will be required to take different courses such as History and Math, depending on your focus. For example, if you were pursuing a Bachelor of Science Degree in Interdisciplinary Studies Teacher Prep. with a Concentration on Pre-K - 3 Early Childhood Emphasis, you would be taking various general education courses, major content courses and some classes focusing on professional aspects of being a teacher (Old Dominion University Catalog, 2006-2008). Within the profession education courses, you may be required to observe in the classroom among other things. For example, during my observation period, I saw how a first grade classroom was taught and managed. It was a rewarded experience that I'm glad is required for teachers in the state of Virginia. I learned a lot and got to interact with the children as well. Observing is just half the battle though. After some professional education courses, you will still have other classes to pass.

Once you've graduated with your Bachelor's Degree, you may want to move on to take your Master's Degree. You may be thinking that an extra year of school isn't going to matter. There are two sides to this argument. According to Linda Gorman, a writer for the National Bureau of Economic Research, " Teachers who entered teaching with a master's degree, or who earned it within five years of beginning to teach, were as effective as teachers without a master's degree" (Gorman). You may be one of the people who has what it takes to make it as a teacher with four years of college and an undergraduate degree. Contrary to this opinion, according to The Apple, teachers in the United States with a Master's degree can get paid any where from $2,000 to almost $10,000 more than what they would be getting paid with only a Bachelor's (The Apple, 2008).

Note

According to The Apple, teachers in the United States with a Master's degree can get paid any where from $2,000 to almost $10,000 more than what they would be getting paid with only a Bachelor's - The Apple.

Scantron by brianc CC BY 2.0 license

Testing

There are many tests that are required for future educators to take. Two of the most known ones in Virginia, that have many future teachers writhing in fear, are the Praxis 1 and 2. According to the Educational Testing Service, better known as ETS, the Praxis is a test consisting of "rigorous and validated assessments that provides accurate, reliable information for use by state education agencies in making licensing decisions" (ETS, 2008). Within these tests, you will be assessed on basic mathematics, reading and writing skills in the Praxis 1, along with a specialized test that is more focused on the path of education that you chose to go for in the Praxis 2 (ETS, 2008). Preparing for the Praxis tests can be very intimidating, but your university may provide help with prepping for the tests. Along with this, you can also purchase a study guide for the Praxis tests online or your local bookstore. I found that practicing with old praxis tests was very useful for helping me pass my Praxis tests.

After achieving a passing score on the Praxis 1 and 2 tests, you have a couple more tests to pass. The Virgina Communication and Literacy Assessment (VCLA) and the Virginia Reading Assessment (VRA) are two tests that assess your knowledge communicating and literary abilities and how well you can teach reading skills (2008–2009 VCLA and VRA Registration Bulletin, 2008). These tests are required to be taken by future elementary education and special education students that want to teach in Virginia (2008–2009 VCLA and VRA Registration Bulletin, 2008).

Once you achieve passing scores on the tests listed above, you're ready to apply for a teaching license. Applying for licensure is different for every state. For example, in the state of Virginia, "An individual seeking licensure must establish a file in the Department of Education by submitting a complete application packet, which includes official student transcripts " (Virginia Department of Education, 2007). For a general list of what to do to apply for your teaching license, you may want to visit a general website such as Ehow.com (Reynolds, 1999 - 2008) or ask your university for information.

Venturing Into The Real World of Education

Now that you're licensed to teach, you can now start looking into finding a career. According to the Department of Labor, "Job opportunities for teachers over the next 10 years will vary from good to excellent, depending on the locality, grade level, and subject taught" (U.S. Department of Labor, 2007). The reason for the good outlook on jobs is that many teachers may be retiring.

Along with finding a job as a teacher, you may want to further your career to become an administrator to a school, or even a superintendent to a school district. For these job opportunities to work out, you would have to go back to school again. Along with this, you may want to try for your PhD in education.

You may also want to teach classes at a local recreation center, or do volunteer work helping a teacher a school around your neighborhood. Although it may not be a paying job, I believe that every one still has time to learn something no matter what stage they are at in their lives. Along with this, you can gain experience, and give a local teacher a helping hand.

Another career move could be possibly teaching overseas. There are many teaching abroad programs and you could even become a teacher through the Department of Defense or the Department of State (U.S. Department of State, 2008). "During 1995-96, 190 schools received grant assistance and technical support from A/OPR/OS. Because they are private institutions, these schools hire their own staffs" (U.S. Department of State, 2008) and many of these schools are over seas. Personally, I plan on trying this program sometime in my near future career as an educator.

Conclusion

Although there is a long process in becoming a teacher, I believe that the product from your hard work will be more than rewarding. Through the classes, the credentials, and the tests, you get a license to teach students in a chosen state, or even all around the world if that is where life takes you.

Much like Jack Black's Character in "The School of Rock", if the career of teaching does choose you, or you choose it, what is most important in my eyes is the students that you will be teaching. Whether you become an elementary school teacher, or a gym teacher, the steps all boil down to the deciding that education is in your intended career.

References

2008–2009 VCLA and VRA Registration Bulletin. (2008). Pearson Education, Inc. October 5, 2008, from www.va.nesinc.com/VA5_overview.asp.

Darden College of Education: Teacher Education Services. (2008). Undergraduate Teacher Education Programs. September 21, 2008, from http://education.odu.edu/tes/pages/admission_ug.shtml.

Educational Testing Services. (2008). Tests Directory: Ptaxis. September 21, 2008, from www.ets.org/portal/site/ets/menuitem.36b6150d13d7bab7b1935b10c3921509/?vgnextoid=e63ce3b5f64f4010VgnVCM10000022f95190RCRD.

Gorman, Linda. Teacher Credentials Don't Matter for Student Achievement. National Bureau of Economic Research. September 21, 2008, from http://www.nber.org/digest/aug07/w12828.html.

IMDb.com, Inc. (1990 - 2008) Memorable Quotes for The School of Rock. September 21, 2008, from http://www.imdb.com/title/tt0332379/quotes

Old Dominion University Course Catalog. (2006-2008). Bachelor of Science Degree in Interdisciplinary Studies – Teacher Prep. Concentration. September 21, 2008, from http://uc.odu.edu/advising/docs/curriculumsheets/2006-2008/al-IDSTeacherPrepPK-3.pdf.

Reis, Richard M. (2007) What Makes a Good Teacher Article. Minnesota State University Mankato. September 21, 2008, from http://www.mnsu.edu/cetl/teachingresources/articles/goodteacher.html.

Reynolds, L. (1999 - 2008). How to Apply for a Teaching License. eHow. How to Do Just About Everything. September 21, 2008, from http://www.ehow.com/how_2164868_apply-teaching-license.html.

Rudin, Scott. (Producer), & White, Mike. (Director). (October 2, 2003). The School of Rock[Motion picture]. United States of America: Paramount Pictures.

The Apple. (2008). Bachelor’s vs. Master’s: Compare Salaries in 50 States. September 28, 2008, from www.theapple.com/careers/articles/2078-bachelors-vs-masters-compare-salaries-in-50-states-.

Today's new teachers expect a long school career helping children - with the majority keen on taking up a leadership role eventually. (June 2008). National College for School Leadership. September 21, 2008, from http://www.ncsl.org.uk/aboutus-index/press_office-index/pressoffice-latestreleases.htm?id=23246.

U.S. Department of Labor. (2007, April) Teachers- Preschool, Kindergarten, Elementary, Middle and Secondary. September 21, 2008, from www.bls.gov/oco/ocos069.htm.

U.S. Department of State. (2008) Teaching Overseas. September 21, 2008, from http://www.state.gov/m/dghr/flo/c21946.htm.

Virginia Department of Education. (September 21, 2007). Routes to Licensure in Virginia. October 5, 2008, from www.doe.virginia.gov/VDOE/newvdoe/licroute.pdf.

This page titled 1.5: What do I need to do to become a teacher? is shared under a CC BY-SA license and was authored, remixed, and/or curated by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students.

1.6: Are the Best Teachers Highly Qualified?

by Kelley Atkins

Introduction

What is teaching exactly? Some argue that it is a learned profession, others say it requires many years of training. I believe it is a combination of both. “Teaching is, or ought to be, a difficult and complex endeavor. When one considers what is expected of a teacher in terms of end results- the preservation and improvement of our culture and civilization-teaching is perhaps the most important job in a democratic society.” (Troen and Boles, 34 and 35)

Personally Qualified

Teachers are a special kind of human beings. They are willingly entering a career with minimum room for promotion, hardly any recognition from society, a dastardly amount of pay, and in many cases, unfavorable working conditions. It takes a special person to become a teacher, especially to become a good teacher. Anyone can become a teacher, hence the phrase, “Those who can’t do, teach.” In order to become an influential teacher you not only have to be highly qualified, you have to be highly dedicated. In the book “Extraordinary Teachers, The Essence of Excellent Teaching,” Fred Stephenson outlines the qualities of an extraordinary teacher:

1. Extraordinary teachers have a great passion for their work.

2. Extraordinary teachers know what to teach, how to teach, and how to improve.

3. Extraordinary teachers excel at creating exciting classroom environments.

4. Extraordinary teachers connect exceptionally well with students.

5. Extraordinary teachers challenge students to reach their full potential.

6. Extraordinary teachers get extraordinary results.

Stephenson, Introduction page xix.

Standards, degrees, laws, or any other structural requirement is not stated on this inspiring list. The essence of teaching is wanting your students to excel, genuinely caring about their success, and having the will to improve your own methods. It is a sad misconception that anyone can teach, and that it takes minimal skill and talent. To be a highly qualified teacher, one must be a dedicated, hard-working person, who is drawn to teaching through a sense of high purpose and social conscience. “They genuinely like children and want to help them achieve success.” (page 32 Troen and Boles) Aside from these personal characteristics, a highly qualified teacher should also be competent. This is the side of teaching that requires passing exams, mastering material, and holding up to government standards.

Standards

Note

"In my opinion, mastery of the subject matter and staying current, having a teaching plan, and being organized, and developing one's communication skills are the responsibility of every teacher. These are components of effective teaching that teachers owe their students.

Keith J. Karnok, "Thoughts on College Teaching"

If our teachers are to become more highly qualified in an academic sense, we should make it a priority to make the standards and/or qualifications as well as their implementation more clear and concise. In a study performed to uncover the “implementation of the highly qualified teacher provisions of the No Child Left Behind Act,” the following was found:

•While the majority of teachers were aware of the state requirements for highly qualified teachers, nearly half of the teachers said they had not received official notification of their status.

• Special education teachers were almost four times as likely to report that they were not considered highly qualified (15 percent) than were general education teachers (4 percent).

• Nearly all teachers reported taking part in content-focused professional development related to teaching reading or mathematics, but only 20 percent of elementary teachers participated in more than 24 hours of professional development on reading strategies, and only 8 percent participated in extended training in teaching mathematics.

• About half of high school mathematics teachers (49 percent) said they received no professional development focused on the study of mathematics content.

• States have been working to update their data systems, but most reported difficulty tracking some data elements and in collecting and maintaining data on teacher qualifications.

• A minority of districts provided targeted support for teachers who were not considered highly qualified. About one-third of districts reported providing increased amounts of professional development to teachers who were not highly qualified with little variation by poverty or minority level or district size.

• Almost two-thirds (63 percent) of Title I instructional paraprofessionals were identified as qualified; 28 percent did not know their status. Paraprofessionals in medium- and high-poverty schools were notably less likely to have completed two years of college or an associate degree (one of the three NCLB requirements) than were paraprofessionals in low-poverty schools.

The No Child Left Behind Act had a meaningful and potentially influential purpose, but it was not implemented to its full degree. If teachers were actually held to the standards it provides, school systems today would be a completely different level of achievement. Some of standards set by the NCLBA are listed below:

• Elementary teachers must pass a state test demonstrating their subject knowledge and teaching skills in reading/language arts, writing, mathematics and other areas of basic elementary school curricula.

• Middle and high school teachers must demonstrate a high level of competency in each academic subject area they teach. Such demonstration can occur either through passage of a rigorous state academic subject test or successful completion of an undergraduate major, a graduate degree, coursework equivalent to an undergraduate major, or an advanced certification or credentialing.

Note

"Good teaching requires a lifelong commitment to learning."

by Fred Stephenson, "Extraordinary Teachers, The Essence of Learning"

The NCLB was in effect from 2002 - 2015.  

A new law called the “Every Student Succeeds Act” was enacted on December 10, 2015. It replaces NCLB and eliminates some of its most controversial provisions.

The Every Student Succeeds Act responds to some of the key criticisms of NCLB. One is that NCLB relied too much on standardized tests. Another is that schools faced harsh penalties when all of their students weren’t on track to reach proficiency on state tests.

At the same time, the new law keeps some aspects of No Child Left Behind. For example, states are still required to report on the progress of traditionally underserved kids. This includes kids in special education.

The new law is over 1,000 pages. But here are some of the most important things to know:

State Authority: Under the new law, the job of holding schools accountable largely shifts from the federal government to the states. But the federal government still provides a broad framework. Each state must set goals for its schools and evaluate how they’re doing. States also have to create a plan for improving schools that are struggling or that have a specific group of students who are underperforming.

Annual Testing: States still have to test students in reading and math once a year in grades 3 through 8, as well as once in high school. Students with IEPs and 504 plans will continue to get accommodations on those tests. And only 1 percent of all students can be given alternate tests.  

Accountability: Under the new law, states may now consider more than just student test scores when evaluating schools. In fact, they must come up with at least one other measure. Other measures might include things like school safety and access to advanced coursework. But student performance is still the most important measure under the law.

Reporting: States have to continue to publicly report test results and other measures of student achievement and school success by “subgroups” of students. That includes students in special education, minorities, those in poverty and those learning English.

Proficiency Targets: From now on, states are required to set their own proficiency targets. They will also come up with a system of penalties for not meeting them. But the federal government will no longer require states to bring all kids to the proficient level on state tests. States also won’t have to meet federal targets for raising test scores. These changes will eliminate the harsh federal penalties schools faced under NCLB.

Comprehensive Literacy Center: The new law calls for the creation of a national center that focuses on reading issues for kids with disabilities. That includes dyslexia. The center will be a clearinghouse for information for parents and teachers.

Literacy Education Grant Program: The law authorizes Congress to give up to $160 million in literacy grants to states and schools. The grants will fund instruction on key reading skills, such as phonological awareness and decoding.

Opt-Out: Opt-out is when parents decide not to have their child take a standardized test. The new law doesn’t create a federal opt-out option for parents. But it also doesn’t stop states from having their own opt-out laws if parents don’t want their children to take state tests.

Conclusion

To become a highly qualified teacher is no easy task, in any sense of the term. Not only do you have to meet government standards, which are evaluated and altered very frequently, you also have to meet your own standards. Starting with personal characteristics that include compassion, dedication, and patience is ideal. Combing these attributions with standards provided by a higher power only completes the model. Highly qualified teachers are indeed the best teachers, they are the only teachers. 

References

(2008). No Child Left Behind Act. Retrieved January 31,2008f rom Wikipedia http://en.Wikipedia.org/wiki/No_Child_Left_Behind_Act

(2007) Most Teachers "Highly Qualified" Under NCLB Standards, But Teacher Qualifications Lag in Many High Poverty and High Minority Schools. Retrieved February 2, 2008 from American Institutes For Research www.air.org/news/pr/teacher_qualifications.aspx

(2007) Recognizing and Rewarding Our Best Teachers. Retrieved February 1, 2008 from Ed.gov. http://www.ed.gov/nclb/methods/teachers/incentivefund.html

(2004) New No Child Left Behind Flexibility: Highly Qualified Teachers. Retrieved February 1, 2008 from Ed.gov. http://www.ed.gov/nclb/methods/teachers/hqtflexibility.html

(2006)Highly Qualified Teachers for Every Child. Retrieved February 1, 2008 from Ed.gov. http://www.ed.gov/nclb/methods/teachers/stateplanfacts.html

(2007) No Child Left Behind: A Toolkit for Teachers. Retrieved February 1, 2008 from Ed.gov. http://www.ed.gov/teachers/nclbguide/toolkit_pg6.html

Troen, V. and Boles, Katherine C. (2003) “Who’s teaching your children?”

Stephenson, Fred. (2001) “Extraordinary Teachers, The Essence of Excellent Teaching”

This page titled 1.6: Are the Best Teachers Highly Qualified? is shared under a CC BY-SA license and was authored, remixed, and/or curated by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students.

1.7: What are some non-traditional educational careers?

• Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students

Learning Objectives

• Advantages and Disadvantages of non-traditional educators

• Creative Methods and Techniques

• Value of Feedback.

There are many new approaches to recruiting educators in high need subject areas including alternative and expedited routes to teacher licensure and career switching programs in order to gain the expertise of educators with previous professional work experiences. Many people who are considering a career change look to teaching as a way to incorporate and apply their existing knowledge in a content area. Many elementary, middle, and high schools are actively accepting applications for teachers in what the Virginia Department of Education calls the “critical shortage areas such as mathematics, foreign languages, sciences, and technology education” (Education).

However, there is yet another educational career opportunity that is emerging and gaining respect and popularity in the classroom by the students and teachers!

What is a non-traditional educational career?

Classroom based teachers are taking their students outside of their classroom and visiting science, nature, and history centers seeking more effective learning (Price). These centers employ educational coordinators who deliver information to students through unique and creative methods. These non-traditional educators, sometimes called “field teachers” (Payne), bring a unique edge to the educational experience for students and teachers alike.

Non-traditional educators integrate different learning methods to meet the needs of different types of learners in a real world setting.

They incorporate new knowledge with social interaction by prepare exciting lessons and creative activities for the students such as inside of the classroom or outside during a field trip.

Non-traditional educators work with school teachers to meet the needs of the students and lesson plans as well as work with a school system’s high expectations that the experience will be worthwhile (Payne).

Are they effective?

Non-traditional educators who present information to students through field trips, guest lectures, and other types of class demonstrations are gaining recognition for their effective teaching styles.

Advantages

Non-traditional educators have some advantage over the traditional classroom teachers and lesson plans. “Teachers teach daily. If there is an important message, a different instructor can be a breath of fresh air to the students. If an important message is taught incorrectly, you are sending the wrong message, and in my case, it could be deadly.”(Packett, 2009)

Non-traditional educators are an expert within the subject matter being taught. They generally present the same information to audiences on a regular basis. Packett discussed his advantage of his work history and experience that provided his concentrated knowledge base. It allowed him to "hone in on it and perfect it.”

Although field educators have advantages over a classroom based teacher, a cooperative relationship can be established. Pre-visit and post-visit classroom based lessons can emphasize the learning experience. Also, guest speakers and field educators can give validity to the classroom teacher by repeating terms and lessons that have been introduced in the classroom (Payne).

“we offer things that support and complement” what can be taught in the classroom.

Disadvantages

Non-traditional educators have a limited time to learn the types of students that are present in a classroom or in a class group. This can present as a disadvantage for an instructor. Also acting as a disadvantage is the limited amount of time to present subject material given the distance for travel or time restraints that surround the field trip or classroom period.

Student Benefits

Non-traditional educators recognize that students learn in different ways and there is a responsibility to teachers to present new knowledge in a way for all types of learners to benefit. Some students need to have a reason for learning, some are able to learn new facts without needing a personal connection, while some students benefit most from exploring and learning firsthand (Payne). Non-traditional educators take these differences into consideration and use various teaching techniques to connect to as many individual students in a classroom.

Connection to their world

Students benefit from out-of-the-classroom opportunities that non-traditional educators present for many reasons. The presentations allow students the chance to connect with a new environment outside of the classroom. Also, students are eager to learn if the lessons of the classroom can be applied to their real world (Payne). Teagle further explains, “we are also teaching students the value of working in the field. History is not just in books, but in the artifacts.”

Alternative to Lectures

Some non-traditional educators use constructivist principles and social interactions using small groups as an alternative to lecture methods (Payne). Payne explains, “Telling is not teaching”.

Small, interactive groups

He explained that during field trips, smaller groups led by parent chaperones and teachers allow for easier orchestration of rotating stations, maximizing the amount learning for students and exposure to new material. “When I’m in the classroom, I tend to have larger groups. When groups get large, retention goes down.”

A unique perspective

When students and teachers take field trips and visit farms, museums, and other places, visitors "get the sights and smells and all of the student’s senses are filled" (Packett, 2009). Teagle adds, “we offer a different perspective of the 1700’s and a unique setting to the students. We are teaching kids how to make research and learning a continuous process. We are unearthing new information every day, just as we’ve shown them in the artifacts digging station”(Teagle, 2009).

Who are they?

Non-traditional educators come from a variety of backgrounds to teach a variety of specialty subjects. They are safety educators, museum interpreters and curators, history and environmental site educators, and trainers for advanced educational workshops.

A ndrew Packett, Public Relations Coordinator for Northern Neck Electric Cooperative, has 20 years of experience as a non-traditional educator. Formerly a DARE Drug Abuse Resistance Education officer for drug prevention, he currently teaches electrical safety to elementary school children. Packett says “Who better to go into the classroom to teach electrical safety, but me. It should be an expert in the field.”

After spending several years as an interpreter for Shirley Plantation, Virginia’s historic first plantation, Robert Teagle is the Education Director and Curator for [www.christchurch1735.org/ Historic Christ Church]. His years of experience in interpretation and personal interest in Virginia history offer visitors a unique perspective.

Some historical and environmental site educators use their settings' existing resources as a tool for teaching. The Chesapeake Bay Foundation’s Port Isobel Island Study Center and Fox Island Study Center offer the perfect setting for their Field Educators to carry out Chesapeake Classrooms courses.

An interesting alternative is the National Park Service’s Teacher to Ranger to Teacher program that draws from all perspectives as a traditional classroom instructor, a Ranger student, and a field instructor (Interpretation and Education).

Note

"Instructors draw upon their expertise as professional scientists, authors, historians, artists, and adventurers" - National Park Service, Institutes and Field Schools

Advice from the experts

Persue it!

Robert Teagle encourages all educators who are considering a non-traditional career to "Persue it!" He has created an impressive workshop for elementary age school children, complete with take home art work and post-visit history fairs where children can win exciting prizes.

Be Enthusiastic!

Andrew Packett encourages non-traditional educators to incorporate excitement into their presentations. “I come into the classroom very enthusiastic! The level of enthusiasm you must maintain, to capture students’ attention and keep it, can be exhausting!”

Learn the Terms!

Packett also recommends familiarizing yourself with the public school system. Field educators should target the curriculum. "You must address the Virginia SOL’s or you may not get into the classroom." Also, if classroom experience is limited, a field educator "must enter the classroom and observe the grade levels that you will be presenting information to. You need to understand the terminology and acronyms in current public school systems!"

Make it fun!

Teagle and Packett both agree that field experiences and guest speakers into the classroom must include an element of entertainment. Make it fun! Use active learning and hands-on stations.

Value of Feedback

Lastly, field educators place high value on post-visit feedback from classrooms and teachers. Questionnaires can be completed by the students and teachers as well as informal types of feedback such as thank you letters from the schools. Assessments that occur during the educational sessions are also of value. Teagle says "kids provide the best critiques". When performing activities with the children, he critiques his own lesson plans and learns best by doing activities with the children. He concludes that he uses this valuable feedback to help shape the content of future school groups.

References

Education, D. o. (n.d.). Virigina Career Switcher Alternative Route to Licensure Program. Retrieved February 7, 2009, from www.doe.virginia.gov/VDOE/newvdoe/CareerSwitcher/

Interpretation and Education. (n.d.). Retrieved February 7, 2009, from National Park Service: www.nps.gov/learn/institutes.htm

Packett, A. (2009, February 6). Public Relations Specialist, Northern Neck Electric. (R. Crowther, Interviewer)

Payne, B., Sumter, M., & Sun, I. (2003, Fall2003). BRINGING THE FIELD INTO THE CRIMINAL JUSTICE CLASSROOM: FIELD TRIPS, RIDE-ALONGS, AND GUEST SPEAKERS. Journal of Criminal Justice Education, 14(2), 327-344. Retrieved February 8, 2009, from Academic Search Complete database.

Price, Sabra & Hein, George E. (1991). More than a field trip: science programmes for elementary school groups at museums. International Journal of Science Education, 13 (5), 505-519. Retrieved February 7, 2009, from http://www.informaworld.com/10.1080/0950069910130502

Spencer, J. (Winter 2001-2002). From Traditional to Radical: One Teacher's Oddyssey. Thought and Action - The NEA Higher Education Journal , 93-100.

Teagle, R. (2009, February 6). Education Director and Curator, The Foundation for Historic Christ Church. (R. Crowther, Interviewer)

This page titled 1.7: What are some non-traditional educational careers? is shared under a CC BY-SA license and was authored, remixed, and/or curated by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students.

This chapter explored various aspects of the teaching profession, highlighting the diverse paths and approaches within the field. It began with an examination of the reasons behind choosing teaching as a career, emphasizing the multifaceted motivations and rewards beyond financial compensation. The discussion then shifted to the challenges of teacher retention, identifying factors contributing to teacher attrition and strategies for enhancing teacher stability in the field.

The nature of teaching as a profession was scrutinized, noting the balance between personal attributes and meeting academic standards. The chapter also delved into teacher training, contrasting ideal educational frameworks with real-world classroom challenges. This was followed by an overview of the steps required to become a teacher, including necessary degrees, certifications, and tests.

A critical analysis questioned whether the best teachers are necessarily the most highly qualified, suggesting that personal dedication and innovative teaching methods are equally crucial. Lastly, the chapter explored non-traditional educational careers, highlighting their growing importance and the unique, creative approaches they bring to student learning.

Overall, the chapter provided a comprehensive look at the complexities of the teaching profession, emphasizing the importance of passion, adaptability, continuous learning, and innovative methods in education.

1. How do the motivations and rewards of teaching, beyond financial compensation, influence the quality of education provided by teachers? Discuss the impact of intrinsic motivations like passion for teaching and making a difference in students' lives on the learning environment.

2. In light of the challenges in teacher retention and the apparent gap between ideal teacher training and real-world classroom experiences, what strategies can be implemented to better prepare teachers for the diverse and dynamic challenges of modern classrooms? Consider both traditional and non-traditional educational settings in your discussion.

3. Reflecting on the concept of non-traditional educational careers, how do these roles complement and enhance the traditional education system? Discuss the potential benefits and challenges of integrating non-traditional educators, such as field teachers and educational coordinators, into the standard curriculum.

Further Reading: Getting Started & Why Teach? 

• Educator as a Professional 1.1-1.6 by Kidd et al 

• Why Teach Libre Text Social Science Chapter by Beasley and Haulmark 

• What is the Purpose of School by Beasley and Haulmark 

• Why Teach by Conn from Lumen Foundations of Education 3.1 

• Is teaching a profession by Vasiliou 3.3