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EDF 2005 EDF 2005 Chapter 2 Chapter 2 Becoming a Professional Becoming a Professional Educator Educator

EDF 2005 Chapter 2 Becoming a Professional Educator

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Two General Organizations for Teachers American Federation of Teachers (AFT) –Affiliated with AFL-CIO American Federation of Labor Congress of Industrial Organizations –Teachers viewed as those in large corporations –Since teachers are “distant” from district administration, teachers should have a strong organization to influence decisions

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Page 1: EDF 2005 Chapter 2 Becoming a Professional Educator

EDF 2005EDF 2005

Chapter 2Chapter 2Becoming a Professional Becoming a Professional

EducatorEducator

Page 2: EDF 2005 Chapter 2 Becoming a Professional Educator

Two General Organizations for Two General Organizations for TeachersTeachers

National Education Association (NEA)National Education Association (NEA)– Strikes? – How do you feel?Strikes? – How do you feel?– Some control over:Some control over:

Teacher preparationTeacher preparationQualifications for hiringQualifications for hiringContent of coursesContent of coursesSelection of learning materialsSelection of learning materialsIdentification of instructional methodsIdentification of instructional methods

Page 3: EDF 2005 Chapter 2 Becoming a Professional Educator

Two General Organizations for Two General Organizations for TeachersTeachers

American Federation of Teachers (AFT)American Federation of Teachers (AFT)– Affiliated with AFL-CIOAffiliated with AFL-CIO

American Federation of LaborAmerican Federation of LaborCongress of Industrial OrganizationsCongress of Industrial Organizations

– Teachers viewed as those in large Teachers viewed as those in large corporationscorporations

– Since teachers are “distant” from district Since teachers are “distant” from district administration, teachers should have a administration, teachers should have a strong organization to influence decisionsstrong organization to influence decisions

Page 4: EDF 2005 Chapter 2 Becoming a Professional Educator

Preparation as a ProcessPreparation as a ProcessTeaching, as with anything learned, Teaching, as with anything learned, is progressiveis progressive

NEANEAAFTAFT

Common Bond

Page 5: EDF 2005 Chapter 2 Becoming a Professional Educator

Professional Development PhasesProfessional Development PhasesPretrainingPretraining– Personal experiencesPersonal experiences– Your educationYour education– People of influencePeople of influenceFormal PreparationFormal Preparation– Accreditation bodiesAccreditation bodies– Core studiesCore studies– Specialization and majorsSpecialization and majors– Professional educationProfessional education

Internships / ObservationsInternships / Observations

Page 6: EDF 2005 Chapter 2 Becoming a Professional Educator

Professional Development PhasesProfessional Development Phases

Induction YearsInduction Years– Prepared day one?Prepared day one?– A lot learned during the first few yearsA lot learned during the first few years– Special assistanceSpecial assistance

MentorsMentorsOrientation programsOrientation programsStaff developmentStaff development

Page 7: EDF 2005 Chapter 2 Becoming a Professional Educator

Professional Development PhasesProfessional Development PhasesContinuing GrowthContinuing Growth– Staff developmentStaff development

In-serviceIn-serviceWorkshopsWorkshopsSeminarsSeminarsConferencesConferencesWithin district and outside of districtWithin district and outside of district

– College and University CoursesCollege and University Courses– Professional Group Involvement – p.38Professional Group Involvement – p.38

Page 8: EDF 2005 Chapter 2 Becoming a Professional Educator

Education’s Code of EthicsEducation’s Code of Ethics

Refer to pages 40-41Refer to pages 40-41

Page 9: EDF 2005 Chapter 2 Becoming a Professional Educator

Teaching PortfoliosTeaching Portfolios

Teacher Prepared MaterialTeacher Prepared MaterialContribution of ObserversContribution of Observers– Formal evaluations and assessmentsFormal evaluations and assessments– Letters of recommendationLetters of recommendation– Peer-evaluations & lettersPeer-evaluations & lettersLearners’ WorkLearners’ Work

Page 10: EDF 2005 Chapter 2 Becoming a Professional Educator

Teaching PortfoliosTeaching Portfolios

Organizational FormatsOrganizational Formats– Personal backgroundPersonal background– Context informationContext information– Instruction related informationInstruction related information– Responses to special needs of studentsResponses to special needs of students– Contributions to schoolContributions to school

– TECHNOLOGY!TECHNOLOGY!

Page 11: EDF 2005 Chapter 2 Becoming a Professional Educator

Roles for EducatorsRoles for EducatorsClassroom TeachersClassroom Teachers– IndividualIndividual– TeamsTeams

Grade-Level LeaderGrade-Level Leader– Team leader, Grade chair, Department headTeam leader, Grade chair, Department head

Curriculum LeaderCurriculum Leader– CRTCRT

School AdministratorSchool Administrator– Principal, Assistant Principal, District administratorPrincipal, Assistant Principal, District administrator

School CounselorSchool CounselorState Education Agency EmployeeState Education Agency EmployeeTeacher EducatorTeacher EducatorPrivate Sector OpportunitiesPrivate Sector Opportunities