Transcript 2. Education as a Profession - Alabama Agricultural and

FED 300 Foundation of Education
Dr. Sha Li
Fall, 2012
As a Professional Teacher
 A professional teacher recognizes teaching
opportunities.
 A teacher-leader always considers the views of others
who have a legitimate situation.
 A professional teacher must possess relevant
knowledge and be able to apply it to improve a
situation.
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INTASC, NBPTS, PRAXIS, and other sources of professional knowledge
exist for good reason to guide teachers’ actions and to inform their
performances.
INTASC
 In year 1987, INTASC was formed which stands for Interstate New
Teacher Assessment and Support Consortium. It was made up of the
national education organizations and state education agencies. The
prime goal of INTASC is to reform the licensing, preparation and
professional development of teachers. This is mainly based on the
idea that the well trained teacher should integrate content knowledge
with the requirements of students and specific strengths to make
sure that all students are able to learn and perform well at the higher
levels. In order to achieve these goals, INTASC has created ten
different standards for novice teachers. It must be noted that INTASC
standards were developed by keeping in view the advanced
certification standards of National Board for Professional Teaching
Standards. These are the standards which are used to obtain
national teaching certification.
INTASC Standards Covers
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Standard 1: Content Pedagogy
Standard 2: Student Development
Standard 3: Diverse Learners
Standard 4: Multiple Instructional strategies
Standard 5: Management and motivation
Standard 6: Technology and Communication
Standard 7: Planning
Standard 8: Assessment
Standard 9: Reflective Practice: Professional evelopment
Standard 10: School and community Involvement
National Board for Professional Teaching Standards
(NBPTS)
 The National Board for Professional Teaching Standards
(NBPTS) is a nonpartisan, nonprofit organization dedicated to
promoting excellence in education. Founded in 1987, NBPTS
improves teaching and student learning by enhancing overall
educator effectiveness and recognizing and rewarding highly
accomplished educators who meet high and rigorous standards.
NBPTS develops and maintains advanced standards for educators
and offers a national, voluntary assessment, National Board
Certification, based on the NBPTS Standards. As of December 2010,
more than 91,000 educators have become National Board Certified
Teachers in the United States. The NBPTS headquarters is located
in Arlington, Va.
Praxis Tests
 The Praxis test is required for the teacher profession. It is usually comprised
of two separate tests, Praxis 1 and 2.
 The Praxis I, or Pre-Professional Skills Test (PPST), consists of three
exams: reading, writing, and mathematics. In most colleges and universities,
a passing score must be earned for admission to teacher education. In most
states, a passing score must be earned before the teacher education
graduate can apply for his or her teaching license or certificate.
 The Praxis II assessments cover many different subject areas. Each
education major requires a different combination of Praxis II exams. In some
states, students must pass these exams before being accepted into the
student teaching component of the program. Many states use the Praxis II
tests as a way to determine highly qualified status under the No Child Left
Behind Act.
 The Praxis III occurs during the entry year of teaching. A trained assessor
visits the entry year teacher in their classroom and observes a lesson. The
Praxis III also consists of a pre-observation interview and a post-observation
interview to be completed the day of the observation.
28 states/District are using Praxis Tests
Alabama
Arkansas
District of Columbia
Hawai'i
Idaho
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maryland
Minnesota
Mississippi
Missouri
Montana
New Jersey
New Hampshire
North Carolina
Ohio
Oregon
Pennsylvania
South Carolina
South Dakota
Tennessee
Virginia
West Virginia
North Dakota
Wisconsin
Teaching Practice Circle for Reflection
Questions for Reflection
 What seems most important to you in seeking a first
teaching position?
 Do you think your priorities might change as you continue
through the program preparing you to teach?
 What do you think you might do to make yourself more
attractive to prospective employers?
Part II Challenges to educators and schools
 For many children, the years they spend in school are their best
years of their lives. They have people who care for them--- people
who help them, support them in learning, nurture their hopes for the
future, and make them feel good
 Why some of the students cry at the elementary school door when
they graduate from there?
 Currently, a growing number of at-risk students---those unlikely to
complete high school and likely to have a low socio-economic status
throughout life--- present s unusually difficulty challenges for
educators.
According to the U.S. Census Bureau, the following conditions
suggest that students nay be at varying levels of risk
 Has at least one disability
 Retained in a grade at least once
 Speaks English less than “very well”
 Does not live with both parents
 Either parent emigrated in past five years
 Has a family income below the poverty threshold
 Either parent/guardian employed (McNergney, 2009)
U.S. Department of Education, National Center for
Education Statistics. (2012).
Status dropout rates of 16- through 24-year-olds in the civilian, noninstitutionalized population, by
race/ethnicity:
Year
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Total1
10.9
10.7
10.5
9.9
10.3
9.4
9.3
8.7
8.0
8.1
7.4
White
6.9
7.3
6.5
6.3
6.8
6.0
5.8
5.3
4.8
5.2
5.1
Black
13.1
10.9
11.3
10.9
11.8
10.4
10.7
8.4
9.9
9.3
8.0
Hispanic
27.8
27.0
25.7
23.5
23.8
22.4
22.1
21.4
18.3
17.6
15.1
Asian/Pac
ific
Islander
3.8
3.6
3.9
3.9
3.6
2.9
3.6
6.1
4.4
3.4
4.2
American
Indian/Al
aska
Native
14.0
13.1
16.8
15.0
17.0
14.0
14.7
19.3
14.6
13.2
12.4
Help prevent drop-out rate
 Educators could not help students if they are not in school. Some of
the reasons are considered that they have died, left school to get
married, taken a job, gone to vocational school, entered the armed
forces, gone to jail, or been expelled. The federal government
calculate national drop-out rate by three areas:
1.
2.
3.
The proportion of students who drop out in a single
academic year
The number of students who drop out of a specific grade
level
The percentage of people in a certain age range who are not
enrolled in school
Providing compensory education
Title I Program
 Starting from 1965, Title I is the largest federally funded
education program for at-risk students who are of lowincome, low-achievement. Most Title I instruction is in a
Pull-Out program outside the regular classroom.
Instruction last for 30 to 35 minutes and focuses mainly on
reading, mathematics, and language arts.
Upward Bound program
 Upward Bound is another federally funded program that is
structured to improve the academic performance and
motivational levels of low-income high school students,
particularly in math and science.
Other programs: REU Program in AAMU
Antonio Won the first place in High
School Science Conference in GA
REU in China, Summer 2012
Nailing snares to trees Searching for hairs
Trapping:
The effect of the extracurricular activities
 Children who participate extracurricular activities, such as
sports, club, and tutoring, are less likely to involve in
delinquency.
 Children attend quality after-school programs demonstrate
better behavior in school, make better grades, and spend less
time watching television than those who are not enrolled in
such programs. And they are less likely to use drugs, and less
likely to become teenage parents.
 No Child Left Behind Act assures that the lowest-achieving
students, regardless of income level, can equally enjoy the
benefits of participating in high-quality programs outside
regular school hours.
Question:
 What kind of before- and after-school programs might
be most useful to students who are struggling
academically?
 What is the most useful way to help low achieving
students with a multicultural background?
 What can community do to help implement No Child
Left Behind Act
The society’s expectation for schools
 More and more, teachers and schools are being called on to
provide services far beyond the scope of the classroom. In
addition to teaching students, schools also are expected to
offer counseling and support services, extracurricular
activities, and programs for advancing the health and welfare
of students.
In short, society expects schools to prepare children in
anything that could make them be the functioning members of
the society --- The challenge of the educators
Assignment:
 Please name some activities that schools could be
involved in to help students learn and develop on or
off campus beyond the classroom learning, and
comment on it. Why?