EDUC 101.7: INTRODUCTION TO EDUCATION - Notes

Professor: HUTTON

Chapter 1

The Teaching Profession <ul><li>Benefits of Teaching</li><ul><li>Rewards of working with young people &amp; helping others </li><li>Competitive salaries</li><li>Fringe benefits </li></ul></ul><ul><li>Challenges of Teaching</li><ul><li>Workload exceeds length of workday&nbsp;</li><li>High-stakes testing and increased accountability</li><ul><li>No Child Left Behind</li><li>Blueprint for Reform (Note: not yet passed even though the text says otherwise)</li></ul><li>Schools that have not kept pace with changing technology</li></ul><li>Expectations of Teachers</li><ul><li>Subjected to a high degree of public scrutiny</li><li>Highly proficient </li><li>Believe in the potential of all children</li><li>Maintain high professional standards</li></ul><li>Job Outlook</li><ul><li>High-demand fields</li><ul><li>science</li><li>mathematics</li><li>bilingual education</li><li>special education</li><li>less desirable urban or rural school districts</li></ul><li>Tenure -- &quot;job security granted to teachers after satisfactory performance for a specified period, usually two to five years&quot;</li><li>Demand for teachers of color</li><li>Demand for teachers with disabilities</li><li>Increasing enrollments in West and South, little change in Midwest, declining enrollment in Northeast</li></ul><li>Highly Qualified Teachers</li><ul><li>a bachelor's degree</li><li>full state certification</li><li>knowledge of each subject they teach</li></ul><li>Professional Standards</li><ul><li>InTASC Standards (Interstate Teacher Assessment and Support Consortium) </li><ol><li>Learning Development</li><li>Learning Differences</li><li>Learning Environments</li><li>Content Knowledge</li><li>Innovative Application of Content</li><li>Assessment</li><li>Planning for Instruction</li><li>Instructional Strategies</li><li>Reflection and Continuous Growth</li><li>Collaboration </li></ol><li>CAEP (The Council for Accreditation of Educator Preparation) -- consolidation of</li><ul><li>NCATE Standards (National Council for Accreditation of Teacher Education</li><li>TEAC (Teacher Education Accreditation Council)</li></ul></ul><li>Certification and Licensure</li><ul><li>Teaching certificate -- a license to teach</li><li>Praxis I</li><ul><li>reading, writing, and mathematics</li><li>for all teachers</li></ul><li>Praxis II</li><ul><li>knowledge of the subject you will teach</li></ul><li>Praxis III</li><ul><li>performance-based assessment system</li><li>usually completed during the first year teaching</li></ul><li>National Association of State Directors of Teacher Education and Certification's Interstate Agreement -- &quot;reciprocity agreement whereby a certificate obtained in one state will be honored in another&quot;</li><li>Alternative certification -- for individuals with bachelor's degrees </li></ul></ul>

The Teaching Profession

Benefits of Teaching

Rewards of working with young people & helping others
Competitive salaries
Fringe benefits

Challenges of Teaching

Workload exceeds length of workday
High-stakes testing and increased accountability

No Child Left Behind
Blueprint for Reform (Note: not yet passed even though the text says otherwise)

Schools that have not kept pace with changing technology

Expectations of Teachers

Subjected to a high degree of public scrutiny
Highly proficient
Believe in the potential of all children
Maintain high professional standards

Job Outlook

High-demand fields

science
mathematics
bilingual education
special education
less desirable urban or rural school districts

Tenure -- "job security granted to teachers after satisfactory performance for a specified period, usually two to five years"
Demand for teachers of color
Demand for teachers with disabilities
Increasing enrollments in West and South, little change in Midwest, declining enrollment in Northeast

Highly Qualified Teachers

a bachelor's degree
full state certification
knowledge of each subject they teach

Professional Standards

InTASC Standards (Interstate Teacher Assessment and Support Consortium)

Learning Development
Learning Differences
Learning Environments
Content Knowledge
Innovative Application of Content
Assessment
Planning for Instruction
Instructional Strategies
Reflection and Continuous Growth
Collaboration

CAEP (The Council for Accreditation of Educator Preparation) -- consolidation of

NCATE Standards (National Council for Accreditation of Teacher Education
TEAC (Teacher Education Accreditation Council)

Certification and Licensure

Teaching certificate -- a license to teach
Praxis I

reading, writing, and mathematics
for all teachers

Praxis II

knowledge of the subject you will teach

Praxis III

performance-based assessment system
usually completed during the first year teaching

National Association of State Directors of Teacher Education and Certification's Interstate Agreement -- "reciprocity agreement whereby a certificate obtained in one state will be honored in another"
Alternative certification -- for individuals with bachelor's degrees

Class Notes

* No Child Left Behind: standardized tests to prove success in schools* 4 pillars of NCLB: <ol><li>Stronger accountability for results</li><li>More freedom for states and communities</li><li>Proven education methods</li><li>More choices for parents</li></ol>* Benefits of NCLB:<ul><li>&nbsp;Increased funding (about 20% increase for poor schools) </li><li>&nbsp;Greater flexibility spending federal dollars</li><li>&nbsp;Proven results</li><li>&nbsp;Every student gets tested</li></ul>* Criticisms of NCLB:<ul><li>&nbsp;More than $7billion nationwide</li><li>&nbsp;Does not lead to lasting improvements in achievement (cramming then forgetting the information 2 days later)</li><li>Overemphasizing standardized testing leads to a narrowing of the curriculum </li><li>&nbsp;No funding to schools is taking kids out of problem schools to better schools</li></ul>* Effective communication:<ul><li>Body language</li><li>Eye contact</li><li>I-messages (turning a negative into a positive)</li><li>Clear directions</li><li>Effective writing</li><li>Use of technology</li></ul>* 1/3 of new teachers leave the profession within 3 years* 46% leave within 5 years* 30% leave b/c they retire* 56% leave b/c of job dissatisfaction* ESEA(elementary and secondary education act)<ul><li>Adoption of common care standards</li><li>PARCC assessments ( new tests all on computer to replace MSA/HAS starting in 2014)</li><li>Annual measurable objectives</li><li>Priority, Focus, and Reward Schools (Title 1 schools)</li><li>50% reduction in non-proficient students by 2017</li><li>New teacher evaluations (including test scores)</li></ul>*AAT (associate of arts in teaching) good degree if you want to teach in MD *Praxis 1- basic reading, writing, and math &nbsp;&nbsp;&nbsp;

* No Child Left Behind: standardized tests to prove success in schools

* 4 pillars of NCLB:

Stronger accountability for results
More freedom for states and communities
Proven education methods
More choices for parents

* Benefits of NCLB:

Increased funding (about 20% increase for poor schools)
Greater flexibility spending federal dollars
Proven results
Every student gets tested

* Criticisms of NCLB:

More than $7billion nationwide
Does not lead to lasting improvements in achievement (cramming then forgetting the information 2 days later)
Overemphasizing standardized testing leads to a narrowing of the curriculum
No funding to schools is taking kids out of problem schools to better schools

* Effective communication:

Body language
Eye contact
I-messages (turning a negative into a positive)
Clear directions
Effective writing
Use of technology

* 1/3 of new teachers leave the profession within 3 years

* 46% leave within 5 years

* 30% leave b/c they retire

* 56% leave b/c of job dissatisfaction

* ESEA(elementary and secondary education act)

Adoption of common care standards
PARCC assessments ( new tests all on computer to replace MSA/HAS starting in 2014)
Annual measurable objectives
Priority, Focus, and Reward Schools (Title 1 schools)
50% reduction in non-proficient students by 2017
New teacher evaluations (including test scores)

*AAT (associate of arts in teaching) good degree if you want to teach in MD
*Praxis 1- basic reading, writing, and math

Chapter 3

* Role of School's in Today's Society:<ul><li>Different perspectives in different schools but universal agreement that academic goals must be reached</li><li>Provides students with the academic knowledge and skills needed for schooling beyond high school or for the work world</li><li>Teach academic content</li><li>Ensure the success of the U.S. in a global outlook</li><li>Teach social values such as:</li><ul><li>Caring</li><li>Civic virtue &amp; citizenship</li><li>Justice &amp; fairness</li><li>Respect</li><li>Responsibility</li><li>Trustworthiness</li><li>Giving</li></ul><li>Promote equality for all</li><li>Schools have responsibility to socialize students to participate intelligently and constructively in society</li><li>Teach and encourage service learning (aka volunteering)</li><li>Equal educational opportunity</li></ul> * How Can Schools be Described?<ul><li>Categorized based on the focus of their curricula </li><ul><li>Ex: High School can be college prep, vocational or general education</li></ul><li>View schools according to their organizational structure</li><ul><li>&nbsp;Ex: Alternative Schools, Charter Schools and Magnet Schools</li></ul><li>Different socioeconomic classes= how students can learn based on funds, and how home &amp; school life collaborate or don't collaborate</li><li>Jean Anyon's 4 types of Schools:</li><ul><li>1. Working-Class School: very structured and strict acting; emphasis on students following directions and mechanical activities (worksheets); students get very little opportunity to make choices</li><li>2. Middle-Class School: teachers emphasize to students the importance of getting right answers; students get some opportunity to make choices; lessons are textbook based but there is little attempt to analyze how or why things happen</li><li>3. Affluent Professional School: students express individuality and make variety of choices; few rules govern the behavior of students; teachers and students negotiate about work students will do</li><li>4. Executive Elite School: children are asked to reason through a problem to produce intellectual products; positive student-teacher relationships</li></ul></ul>* What Are Schools Like as Institutions?<ul><li>Establishment organized by society to maintain and improve its way of life-schools=educating the young</li><li>Rural schools = focal point for community life and reflect values &amp; beliefs that tend to be more conservative than those associated with urban or suburban schools</li><li>Schools mirror the national U.S. culture as well as the surrounding local culture </li><li>Elements of a schools physical environment such as self-contained classrooms(most traditional), open space arrangements (large instructional areas; movable objects), and departmentalization (teachers specialized in a specific subject and students move from classroom to classroom to see them) all contribute to a schools character and culture</li></ul>* What Are the Characteristics of Successful Schools?<ul><li>A successful school has students that achieve at a high level and complete requirements for graduation and a measure of success for a school that achieves results that surpass those expected from comparable schools</li><li>7 characteristics of successful schools:</li><ul><li>1. Strong leadership</li><li>2. High expectations</li><li>3. Emphasis on basic skills</li><li>4. Orderly school environment</li><li>5. Frequent, systematic evaluation of student learning</li><li>6. Sense of purpose</li><li>7. Collegiality and a sense of community</li></ul><li>Teachers must play a significant role in providing leadership for the improvement process</li></ul>* What Social problems affect schools and place students at risk?<ul><li>Extreme family stress</li><li>Poverty</li><li>Crime</li><li>Lack of adult guidance</li><li>Teen pregnancy</li><li>Bullying/cyber bullying</li><li>Minority students may also have difficulty with:</li><ul><li>Language barriers</li><li>Conflicts w/ fellow students</li><li>Racism/ discrimination</li></ul><li>Adverse childhoods</li><li>Witnessing or experiencing physical or emotional abuse</li><li>Losing a parent to drugs/jail/death</li><li>McKinney-Vento Act: requires states to provide homeless children with free public education-schools must remove obstacles to school registration for homeless students including residency proof, guardianship, etc.</li></ul>* How Are Schools Addressing Societal Problems?<ul><li>Peer counseling: student to student counseling</li><li>Peer mediation: students influence other students to be more accepting of differences</li><li>Full service community schools: provide hours before and after school, 7 days a week all year round and improve student achievement</li><li>School based case management: professionals work with schools and employees and family to provide appropriate services to students</li><li>Compensatory education: part of the ESEA for low ability students from low income families (Title 1 schools)</li><li>Alternative schools and curricula: school with specialized qualities for individualized needs (remedial instruction, vocational, individual counseling, etc.)</li><li>Expanded Learning (ELT) Schools: extended hours and days(weeks and year round) of learning for students affected by social problems </li></ul>* How Can Community-Based Partnerships Help Students Learn?<ul><li>Addressing social problems that hinder students</li><li>Provide support</li><li>Get more involved in students education and what they are doing in their free time</li></ul>

* Role of School's in Today's Society:

Different perspectives in different schools but universal agreement that academic goals must be reached
Provides students with the academic knowledge and skills needed for schooling beyond high school or for the work world
Teach academic content
Ensure the success of the U.S. in a global outlook
Teach social values such as:

Caring
Civic virtue & citizenship
Justice & fairness
Respect
Responsibility
Trustworthiness
Giving

Promote equality for all
Schools have responsibility to socialize students to participate intelligently and constructively in society
Teach and encourage service learning (aka volunteering)
Equal educational opportunity

* How Can Schools be Described?

Categorized based on the focus of their curricula

Ex: High School can be college prep, vocational or general education

View schools according to their organizational structure

Ex: Alternative Schools, Charter Schools and Magnet Schools

Different socioeconomic classes= how students can learn based on funds, and how home & school life collaborate or don't collaborate
Jean Anyon's 4 types of Schools:

1. Working-Class School: very structured and strict acting; emphasis on students following directions and mechanical activities (worksheets); students get very little opportunity to make choices
2. Middle-Class School: teachers emphasize to students the importance of getting right answers; students get some opportunity to make choices; lessons are textbook based but there is little attempt to analyze how or why things happen
3. Affluent Professional School: students express individuality and make variety of choices; few rules govern the behavior of students; teachers and students negotiate about work students will do
4. Executive Elite School: children are asked to reason through a problem to produce intellectual products; positive student-teacher relationships

* What Are Schools Like as Institutions?

Establishment organized by society to maintain and improve its way of life-schools=educating the young
Rural schools = focal point for community life and reflect values & beliefs that tend to be more conservative than those associated with urban or suburban schools
Schools mirror the national U.S. culture as well as the surrounding local culture
Elements of a schools physical environment such as self-contained classrooms(most traditional), open space arrangements (large instructional areas; movable objects), and departmentalization (teachers specialized in a specific subject and students move from classroom to classroom to see them) all contribute to a schools character and culture

* What Are the Characteristics of Successful Schools?

A successful school has students that achieve at a high level and complete requirements for graduation and a measure of success for a school that achieves results that surpass those expected from comparable schools
7 characteristics of successful schools:

1. Strong leadership
2. High expectations
3. Emphasis on basic skills
4. Orderly school environment
5. Frequent, systematic evaluation of student learning
6. Sense of purpose
7. Collegiality and a sense of community

Teachers must play a significant role in providing leadership for the improvement process

* What Social problems affect schools and place students at risk?

Extreme family stress
Poverty
Crime
Lack of adult guidance
Teen pregnancy
Bullying/cyber bullying
Minority students may also have difficulty with:

Language barriers
Conflicts w/ fellow students
Racism/ discrimination

Adverse childhoods
Witnessing or experiencing physical or emotional abuse
Losing a parent to drugs/jail/death
McKinney-Vento Act: requires states to provide homeless children with free public education-schools must remove obstacles to school registration for homeless students including residency proof, guardianship, etc.

* How Are Schools Addressing Societal Problems?

Peer counseling: student to student counseling
Peer mediation: students influence other students to be more accepting of differences
Full service community schools: provide hours before and after school, 7 days a week all year round and improve student achievement
School based case management: professionals work with schools and employees and family to provide appropriate services to students
Compensatory education: part of the ESEA for low ability students from low income families (Title 1 schools)
Alternative schools and curricula: school with specialized qualities for individualized needs (remedial instruction, vocational, individual counseling, etc.)
Expanded Learning (ELT) Schools: extended hours and days(weeks and year round) of learning for students affected by social problems

* How Can Community-Based Partnerships Help Students Learn?

Addressing social problems that hinder students
Provide support
Get more involved in students education and what they are doing in their free time

Chapter 2

<ul><li>Who are today's teachers?</li><ul><li>Pre K: play critical role in development of children; learn language, improve social skills, introduce scientific and mathematical concepts</li><li>Elementary: multiage/multigrade classrooms- students in different grades in one classroom</li><li>Middle: students have very different developmental needs</li><li>High: teach 4-5 courses within a single content are&nbsp;</li></ul><li>&nbsp;Teachers in Nontraditional School Settings</li><ul><li>Private school teachers: smaller class sizes, earn less money but may have other benefits such as subsized housing</li><li>Charter school teachers: independent public schools often finded by teachers; to get approved, must agree to document students' mastery of predetermined outcomes; blueprint reform- funding for &quot;expansion of high performing public charter schools&quot;</li><li>Alternative school teachers: teach students with problems with violence, weapons, drugs, and have a high risk of dropping out/failure</li><li>Magnet school teachers: focuses on specific area such as performing arts, mathematics, science, etc. *in a specialized school*</li></ul><li>&nbsp;Teachers in Specialized Areas</li><ul><li>Art/Music</li><li>Vocational:&nbsp;teach students to work in fields such as health care, business, auto repair, communication &amp; technology</li><li>Phys Ed</li><li>Special Education&nbsp;Individualized Education Program (IEP)- students work collaboratively with regular classroom teachers, parents, social workers, school psychologists; Response to Intervention (RTI) model- special ed teachers work with regular ed on school wide screenings and progress monitoring to ensure students are &quot;responsive&quot; to instructions they recieve in the classroom with the goal to&nbsp;provide students with appropriate instruction and educational assistance BEFORE experiences of low achievement</li><li>ELL (English Language Learners):&nbsp;teachers who teach students whose first language is not English</li></ul><li>&nbsp;What Teachers Do In The Classroom</li><ul><li>Teacher as a role model for students</li><li>Focus on Diversity: Teacher as a model of cross-cultural competence</li><li>Teacher as a spomtaneous problem solver</li><li>Teacher as a reflective thinker</li></ul><li>&nbsp;What Knowledge and Skills Do Today's Teachers Need</li><ul><li>Self knowledge</li><li>Knowledge of students</li><li>Knowledge of subject</li><li>Knowledge of how to use educational theory and research</li><li>Knowledge of how to integrate technology into teaching</li><li>Reflection and problem solving</li></ul><li>&nbsp;To What Extent is Teaching a Full Profession</li><ul><li>Institutional monopoly of services: emergency certification- can use this in case of a teacher shortage</li><li>Teacher autonomy</li><li>Years of education and training</li><li>Provision of essential service</li><li>Degee of self-governance</li><li>Professional associations</li><li>Professional knowledge and skills</li><li>Trust in the teaching profession</li><li>Prestige, benefits, and pay</li></ul><li>To What&nbsp;Professional Organizations Do They Belong</li><ul><li>The national education association (NEA): works towards improving education, includes both teachers and administrators</li><li>The american federation of teachers (AFT): open to ONLY TEACHERS and non supervisory school personnel; active today in organizing teachers, bargaining collectively, fostering public relations, and developing policies related to various educational issues; also conducts research in areas such as educational reform, bilingual education, teacher certification and evaluation, and also represents members' concerns through legislative action and technical assistance</li><li>The neAft partnership: NEA and AFT merged to make this organization and worked collaboratively; endorse these following goals- building relationships, making collaboration work, creating value, demonstrating visibly; they did not like the No Child Left Behind</li><li>Other Professional organizations: Phi Delta Kappa (PDK), ASCD (Association for supervision and curriculum development)</li></ul><li>&nbsp;How do Teachers Help to Build Learning Communities</li><ul><li>Relationships with students</li><li>Relationships with colleagues and staff</li><li>Relationship with administrators</li><li>Relationships with parents or guardians</li><li>Focus on diversity: parental involvement and cultural competence</li><li>Community relations: caring adults, safe places, a healthy start, effective education, opportunities to help others</li></ul><li>&nbsp;How do Teachers Participate in Teacher Collaboration</li><ul><li>Peer coaching</li><li>Staff development</li><li>Team teaching: Collegial support team (CST): provides teachers with a safe zone for professional growth</li><li>Co-teaching: one teach, one assist- one teacher teaches the lesson while the other assists students; station teaching- the lesson is divided into two parts, one teacher teaches one part to half of the students while the other teaches the other part to the rest. the groups then switch and the teachers repeat their part of the lesson. parallel teaching- a class divided in half, and each teacher instructs half the class individually alternative teaching- a class is divided into one large group and one small group.&nbsp; Ex: one teacher may provide remediation or enrichment to the small group while the other teacher instructs the large group.</li></ul></ul>

Who are today's teachers?

Pre K: play critical role in development of children; learn language, improve social skills, introduce scientific and mathematical concepts
Elementary: multiage/multigrade classrooms- students in different grades in one classroom
Middle: students have very different developmental needs
High: teach 4-5 courses within a single content are

Teachers in Nontraditional School Settings

Private school teachers: smaller class sizes, earn less money but may have other benefits such as subsized housing
Charter school teachers: independent public schools often finded by teachers; to get approved, must agree to document students' mastery of predetermined outcomes; blueprint reform- funding for "expansion of high performing public charter schools"
Alternative school teachers: teach students with problems with violence, weapons, drugs, and have a high risk of dropping out/failure
Magnet school teachers: focuses on specific area such as performing arts, mathematics, science, etc. *in a specialized school*

Teachers in Specialized Areas

Art/Music
Vocational: teach students to work in fields such as health care, business, auto repair, communication & technology
Phys Ed
Special Education Individualized Education Program (IEP)- students work collaboratively with regular classroom teachers, parents, social workers, school psychologists; Response to Intervention (RTI) model- special ed teachers work with regular ed on school wide screenings and progress monitoring to ensure students are "responsive" to instructions they recieve in the classroom with the goal to provide students with appropriate instruction and educational assistance BEFORE experiences of low achievement
ELL (English Language Learners): teachers who teach students whose first language is not English

What Teachers Do In The Classroom

Teacher as a role model for students
Focus on Diversity: Teacher as a model of cross-cultural competence
Teacher as a spomtaneous problem solver
Teacher as a reflective thinker

What Knowledge and Skills Do Today's Teachers Need

Self knowledge
Knowledge of students
Knowledge of subject
Knowledge of how to use educational theory and research
Knowledge of how to integrate technology into teaching
Reflection and problem solving

To What Extent is Teaching a Full Profession

Institutional monopoly of services: emergency certification- can use this in case of a teacher shortage
Teacher autonomy
Years of education and training
Provision of essential service
Degee of self-governance
Professional associations
Professional knowledge and skills
Trust in the teaching profession
Prestige, benefits, and pay

To What Professional Organizations Do They Belong

The national education association (NEA): works towards improving education, includes both teachers and administrators
The american federation of teachers (AFT): open to ONLY TEACHERS and non supervisory school personnel; active today in organizing teachers, bargaining collectively, fostering public relations, and developing policies related to various educational issues; also conducts research in areas such as educational reform, bilingual education, teacher certification and evaluation, and also represents members' concerns through legislative action and technical assistance
The neAft partnership: NEA and AFT merged to make this organization and worked collaboratively; endorse these following goals- building relationships, making collaboration work, creating value, demonstrating visibly; they did not like the No Child Left Behind
Other Professional organizations: Phi Delta Kappa (PDK), ASCD (Association for supervision and curriculum development)

How do Teachers Help to Build Learning Communities

Relationships with students
Relationships with colleagues and staff
Relationship with administrators
Relationships with parents or guardians
Focus on diversity: parental involvement and cultural competence
Community relations: caring adults, safe places, a healthy start, effective education, opportunities to help others

How do Teachers Participate in Teacher Collaboration

Peer coaching
Staff development
Team teaching: Collegial support team (CST): provides teachers with a safe zone for professional growth
Co-teaching: one teach, one assist- one teacher teaches the lesson while the other assists students; station teaching- the lesson is divided into two parts, one teacher teaches one part to half of the students while the other teaches the other part to the rest. the groups then switch and the teachers repeat their part of the lesson. parallel teaching- a class divided in half, and each teacher instructs half the class individually alternative teaching- a class is divided into one large group and one small group. Ex: one teacher may provide remediation or enrichment to the small group while the other teacher instructs the large group.

Table of Contents

EDUC 101.7: INTRODUCTION TO EDUCATION - Notes

Chapter 1

Class Notes

Chapter 3

Chapter 2