Teaching as a

Profession

Professional Behavior

Professional Learning

WHAT DOES IT MEAN TO BE

PROFESSIONAL?PART 2

Chapter 15

Set of characteristics that distinguish them from non-professions. See. P. 494-495

Textbook discussion about the pros and cons of “Is Teaching a Profession” Relevance: Teaching is often viewed as a profession, but

some would disagree. Are teachers treated like professionals? Do teachers act like professionals?

Emphasis moving toward improving the professionalism of teaching Teachers assume more control over their profession – take on

more responsibility not less on who should teach, how they should be trained, and teaching conditions.

Better preparation: Know your job well! High sense of purpose. Recognizing excellence in teaching

IS TEACHING A PROFESSION?

Level 1 Teacher Managers not teachers: classroom in control; students busy Find security in teaching to prescribed methods: teach to

the test; scripted lessons; rigid time constraints; “covering” the textbook

Limited responses to individual student needs; unexpected situations; teachable moments

Who does this? Are they professionals?

LEVELS OF PROFESSIONALISM

Level 2 Teacher Aware of student differences and needs: adaptations are

few or more like “tweaking” Go beyond curriculum guides and textbooks when teaching,

but not too far Bring in supplemental materials so students aren’t board,

but not innovative Who does this? Are they professionals?

LEVELS OF PROFESSIONALISM

Level 3 Teacher Curriculum guides/textbooks serve to launch the learning

not just be the sole targets of learning. Utilize a wide range and variety of instructional strategies

to address learning needs and ensure the desired learning takes place.

Problem-centered learning: engage students in a desire to learn to become self-directed learners

Use the talents and interests of the students to promote learning

High expectations Variety of assessments are used – not just tests Who does this? Are they professional?

LEVELS OF PROFESSIONALISM

Think: Answer the question based on your own thinking; Read p. 166 - Differences between Expert &

Novice Teachers

Pair: Talk to your reading partner about what you

discovered when reading this passage – Make a T-Chart and compare what expert teachers

do compared to novice teachers. What conclusions can you draw?

Share: Understandings with the class

HOW DO WE DEVELOP INTO EXCELLENT TEACHERS?

National Board Certifi cation – over 100,000 teachers now

By Teachers for TeachersWhat Teachers Should Know and Be Able to Do: 5

Standards (Core Propositions) – p. 504 Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach

them to students. Teachers are responsible for managing and monitoring

student learning. Teachers think systematically about their practice and learn

from experience. Teachers are members of learning communities.

Use by some school districts as a part of the evaluation process and by some teacher training programs at the college level.

RECOGNIZING TEACHER EXCELLENCE

How do these 5 Propositions (Standards) relate toDanielson’s Framework for Teaching?Marzano’s Art & Science of Teaching: Questions to Ask

Chapter 6: What Makes a Teacher Effective?

RELATING TO PREVIOUS LEARNING

Licensure Requirements – KSDE information All teachers in Kansas must hold a valid teaching license

good up to 5 years Valid = not expired, suspended or revoked

Conditional License : novice teachers & administrators – temporarily allows one to work but with mentoring involved in initial OTJ training.

Maintain licensure through obtaining continuing education (professional development points - IDP) and/or experience as established by the degree/license you hold

Education Degree Track – Training in content; eff ective teaching; with student teaching experience from accredited college/university; pass Praxis Test

Non-Education Track – training in relevant content; obtain temporary l icense while obtaining necessary teacher preparation training to complete l icensure requirements; pass Praxis test

Praxis Test– to determine that you know the content as part of the certifi cation process required by many states and professional l icensing organizations.

HOW DO I BECOME A TEACHER?

Teacher autonomy: Perceived Control Is Teaching in silos effective? Accessing and utilizing professional

networks

New Teacher Training Mentoring

Mentoring is when a more experienced person or role model offers support to another inexperienced person.

A mentor has knowledge and experience in an area and shares it with the person being mentored.

Supervision administrative; purpose to provide feedback &

insight

IS IT UP TO ME OR US?

Lifelong learning Professional Learning (often referred to as Professional

Development) Workshops/classes – graduate work Book studies Reading and other resources Observing other teachers Professional Learning Communities Professional Networking Professional Memberships

Service to the Profession Involvement in the school: committees; content

chairpersons; provide training for other teachers; sponsor activities; coach

Involvement outside the school: Professional organizations; assisting other schools/educators; blogging;

WHAT DOES A PROFESSIONAL EDUCATOR DO?

Learning Communities

Leadership

Resources

Data

Learning Designs

Implementation

Outcomes

PROFESSIONAL LEARNING STANDARDS

See handout for details

Teachers’ Unions Represent the rights and interests of educators National Education Associate (NEA/KNEA) in Kansas Negotiating group within schools *usually* Politically advocate for schools and teachers (you can opt

out of financially supporting this) Liability protection

Content or Curriculum Focus (Specialties)General Educational Support/Professional LearningAdministration focused

PROFESSIONAL ORGANIZATIONS

See handout on Wiki for more specifics

Be highly engaged in Professional Learning Communities (PLCs) and/or Collaboration

Share ideas! Ask/answer questions Be willing to try new things Plan/Monitor/Reflect on own

practice and student performance Improving teaching and learning

Practice Frequent/eff ective communication

With administrator(s) With colleagues With parents With students

WHAT DOES A PROFESSIONAL EDUCATOR DO?

Or else you get off track……...

In his book, Results Now, Mike Schmoker states:

"A successful face-to-face team is more than just collectively intelligence. It makes everyone work harder, think smarter and reach better conclusions than they would have on their own."

The title of Chapter 8 in his book speaks volumes by noting that "Professional Learning Communities: [are the] The Surest, Fastest Path to Instructional Improvement."

EFFECTIVE PROFESSIONAL EDUCATORS COLLABORATE

What does an effective PLC look like?

Maintain accurate records: Attendance Assignments/assessments/Grade book Monitor Student performance frequently to analyze results Document strategies/interventions tried and the result

Timely Communication Check email/phone messages frequently Answer emails and return phone calls promptly Inform administrators – “heads up” Schedule facilities/transportation/changes in a timely manner Communicate with involved parties about events in a timely

manner Nip it in the bud – communicate early when it looks like a

problem MIGHT occur

WHAT DOES A PROFESSIONAL EDUCATOR DO?

Plan eff ective, relevant lessons that lead to mastery or understanding of the desired learning goals.

Utilize student strengths & needs in the learning process.

Use a variety of instructional strategies that meet the needs of the students and help with understanding Differentiate Instruction Ask thought-provoking questions

Maintain an eff ective learning environmentMove around:

assist students, clarify, check for understanding, answer questions, etc.

Provide timely and relevant feedbackPlan and use assessment to drive instruction and

measure understanding

IN THE CLASSROOM

THE IMPORTANCE OF RELEVANCE

Helping students make connections to the learning.

Eff ective Communication Catch them being good Nip it in the bud Frequent/positive: notes, emails,

phone calls Address the issue not the student Partnership: how can we work

together?

Parent-Teacher Conferences 2 times per year (typically) –

scheduled As needed for individual issues

Teacher- Parent discussion Student Led conferences

TEACHERS AND PARENTS

Administration – Central Offi ce Superintendent Assistant Superintendent(s):

Larger districts Various roles that assist the

superintendent Curriculum Specialists Professional Learning

(Development) Leader Special Education Directors

Non Educator Directors: Transportation Director Facilities/Grounds Director Food Service Director Human Resources (large

district)

Administration – Building Principal Assistant Principal Instructional Coaches

Certifi ed Staff (licensed) Faculty – All teachers Counselors Instructional Coaches Principals Superintendent

Classifi ed Staff Paraprofessionals Offi ce Staff (secretaries) Board Clerk Custodians/Grounds keepers Food Service

WHO ELSE WORKS AT SCHOOL?

The Role of the Principal Leader: communicate the school’s vision/mission

Set and maintain High expectations Know your building: students, staff , parents

Manager Scheduling discipline

Support Feedback/resources for teaching and learning

Supervise Walkthroughs Evaluations

Decision-maker

Instructional Coaches/Curriculum Specialists Support, provide feedback and help with resources for teachers

Paraprofessional Support learning under the supervision of the teacher Level 1 and Level 2 paras in Kansas

SUPPORTING STUDENT LEARNING

Consultant Tutor Products and Programs to improve teaching and learning Researcher Board of Education

Guest Speaker: Whitney Kimball

OTHER WAYS TO BE INVOLVED IN EDUCATION

Read article: Career Advice: Getting Beyond First-Year Jitters by Justin Minkel What did the author learn about teaching that allowed him

to move from a Level 1 teacher to Level 2 and beyond?Read “Voices from the Classroom: Professionalism” –

p. 520 What did the author learn about the value of professional

learning?

MAKING A REAL LIFE CONNECTION:

Due Monday, October 21 before midnight Reflection – over this week’s learning

NO QUIZ next week! Woo Hoo!

Clarification: The Observation Reflection is due November 25 th via email to instructor (not at the end of October as we previously discussed) because you will not have class on Nov. 20 th, so if you need that day for your observation you will have that time. If you would like to do it earlier, no problem! Just email it

and make sure you label both the email and the document as the Observation Reflection.

WRAP UP