There are several preliminary requirements that one must undergo on their journey to become a teacher. When applying for the initial certificate to become a teacher, you must follow the Pathway designated for the Approved Teacher Preparation Program. This pathway is developed by the New York State Education Department. There are numerous pathways constructed to outline the necessary requirements on becoming a teacher. One must be dedicated, devoted and committed in order to successfully accomplish their goal of obtaining this certificate and to become future educators. The requirement for The Pathway for the Approved Teacher Preparation program initially starts off with the students being recommended for the certification by their college.
Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues. 5th Ed. Frenchs Forest, NSW: Pearson.
An educator must have the ability to notice the value of extending planning and subject matter. In addition, educators need to be flexible enough to change the curriculum based upon state standards and the student’s ability to absorb information.
The Teacher Intern Assessment Instrument, TIAI, is used by my university supervisor, Dr. Sheila Hendry, to critique my performance as a teacher intern. This instrument allows me to see how well or bad I performed as a teacher intern during my first experience at Sumrall High School. The TIAI was out of a maximum of seventy-two points, and I only earned fifty-eight of those points. There were sections of the assessment instrument were I exceeded expectations and sections were I only met the expectations. There was no section were I did not meet the expectations or performed unacceptably. The TIAI is divided into five different domains. The five domains are: planning and preparation, assessment, instruction, learning environment, and professional
Reflecting on your delivery and relating to further reading and research, write a personal analysis which considers the following:
Teacher certification became a requirement in the latter half of the nineteenth century. The process of certifying teachers began primitively. Prospective teachers were required to take oral examinations conducted by local officials, usually the principal. The purpose of these examinations was mainly to ensure that the prospective teacher was more highly educated than the oldest student attending the school was. Due to the shortage of teachers, the proctor of these exams made sure that almost everyone qualified. Urban boards of education had the liberty to dictate the difficulty of the entrance exams depending upon the current demand for teachers (Angus). An account from Martha Russel’s journal in 1868 regarding these examinations reads “I feel wretched this evening and a good deal relieved as the teachers examinations came off today and I came through alive, as you see. Did better than I expected…there were six in the class” (Macneal). This goes to show that all of the examinations were not as simple where teachers were in less of a demand.
Marsh, C.J. (2010). Becoming a teacher: Knowledge, skills and issues. Frenchs Forest, Sydney, NSW: Pearson Australia
“Probably no relationship in a school district has a greater effect on successful education than that between a board and its superintendent (Kowalski, 2006).” The key to any successful relationship is getting to know one another. In order to do this you must begin with open and honest communication. Communication involves listening and learning as much, if not more so, than it implies talking. In developing a successful relationship with a new school board I would immediately begin setting up meetings with the individual board members so that I could get to know each of them personally in an effort to build both social and human capital. These meetings would be held at each board member’s convenience… preferably at a meal time and at the restaurant of their choice. This will give me a better idea of each member’s preference of time and location of availability for future reference. During each of these meetings there are several items I would ensure that we covered:
Elementary School teacher, a professional educator for grades k-5, is a career I wish to pursue because I want to teach children the building blocks of education, love the energy and excitement that younger children give off, and want to be able to help children with special challenges. I have wanted to be an elementary school teacher for about three years now, I knew I wanted to pursue this occupation because there are many benefits to being an educator, and have always worked with children well. Some challenges are I will have to get a bachelor 's degree and have to complete a state licensing exam (“preparation 1”)
Several of the major reform initiatives of the 1980s and early 1990s argued that improving education requires improving teacher quality and, accordingly, teacher education. Numerous changes in teacher recruitment, preparation, and certification were proposed. (For a detailed list, see Hartley, Mantle-Bromley, and Cobb 1996.) In response to the calls for reform, general teacher education programs raised admission standards/exit requirements; revised curricula to reflect multiculturalism and new K-12 standards; paid more attention to pedagogy, teaching practice, and relevance; included clinical experiences in public schools and other learning environments; and proposed new model standards/principles for licensing beginning teachers (Lynch 1997).
...tification and a master’s degree as what teachers in traditional preparation programs do. Furthermore, BTR offers the new teacher ongoing coach and network seminars to assist them with finding a teaching position after candidates graduate (Papay, West, Fullerton, & Kane, 2012).
A typical definition for teacher is one who passes on knowledge, but the job of teacher entails so much more than simply imparting knowledge to students. Or, rather, the job is not so simple. In order to pass on the information and understanding necessary for a student to become proficient enough to become a contributing member of society, there are many things at which a teacher must be competent. The Ohio Department of Education has created a list of standards for teachers as a guideline to achieve or improve in the competencies they need in order to be considered highly qualified at their profession.
Posner (2004, p. 36) discusses the importance of understanding the situational factors that lead to the development of a particular curriculum. This curriculum has been created as a response to the problem of technology skills and resources being typically isolated as a separate curriculum, rather than being integrated into the broader curricular areas. This leads to curricula that are often devoid of 21st century skills needed by students to ensure future success (Partnership for 21st Century Skills, 2004). The goal of the curriculum, therefore, is to focus on specific technology skills that can be readily integrated into other curricular areas without sacrificing critical objectives within those curricula and, in fact, enhancing the relevance and levels of engagement in those areas.
For this program outcome I chose my curriculum analysis paper from CUR 512, Curriculum Analysis and Planning. In this course we defined curriculum, the aspects that are considered when writing curriculum, the theoretical perspectives found within curriculum, and the goals of the curriculum. By writing this paper, I was able to focus in on a unit that I teach in third grade social studies to get a full picture of the curriculum. I was also able to see the complex issues surrounding the curriculum that I never previously noticed.
Becoming a teacher takes more work than one may think. Each state holds extremely different rules in order to obtain a teaching license. When graduating from an education program there is a test that is needed to be taken that is called the praxis. When passing the test a teaching license is then received. Every state is
Future teachers will all have to reach a certain level of education and certification. Educational requirements can vary greatly depending on the state, but all states require completion of an approved teacher training program and a bachelor’s degree. Many states may require a minimal GPA and additional technology training including, a set number of education and subject credits. A small number of sates necessitate a master’s degree taking up to two years more of schooling than a bachelor’s degree. Other requirements could be student teaching which a lot of colleges offer. Usually for a semester student teachers will work beside an experienced teacher by observing and helping children in ...