Education Is Not Recognized As A Professional Discipline Or Field Of Study

One of the most crucial parts of education is qualified and enthusiastic teachers who are willing to dedicate their time. Would Aristotle have revolutionized philosophy if he was not taught by Plato? And would Plato have done the same if he was not a student of Socrates? Educators who are hired in the Appoquinimink School District appear to be hired simply because of their qualifications, not because they are passionate about teaching. Specifically, a teacher last week refused to teach the required material and called me “cranky”, and the week before that an Advanced Placement Language and Composition teacher said to me “maybe if you participated in class more, people would like you better.” Although both teachers have a Master’s degree, they clearly act unprofessional which ultimately affects my learning experience. Emerson describes the modern educational system and compares it to how teachers should be, “Hence the instruction seems to require skillful tutors, of accurate and systematic

Mr. Rose presents many descriptive vignettes of teaching professionals in his life who have influenced him both positively and negatively and whom he has retained for emulation or distinction. These characters in his life include teachers from grammar school throughout his college experience. All have in one way or another left a considerable imprint on his recollection of school and learning.

The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing

By 1958, the California Legislature proposed a joint committee-legislative and citizen- commission on education “instructed to analyze all facets of education-finances, goals, curricula, the teacher problem, equipment, etc.—and to conduct public hearings on education in various geographical areas.” (Sacramento Bee, March 24, 1958). The Citizens Commission was charged by the Legislature to collect public opinion, report the summary of findings, and make recommendations. Among the five recommendations, four credentials were to be established: the Standard

America has encountered a change within the teaching profession: concerning, experience, age, credentials, and ethnic background (Feistritzer, 2011). It is almost as if the year of 2005, overturned the trend of older employed teachers (Feistritzer, 2011). A six-year survey shows that the amount of teachers under the age of thirty has increased drastically, and that most teachers have earned master degrees. Also, although teaching has been a predominately white profession, more Hispanic and African American teachers were hired between the years of 2005 and 2011 (Feistritzer, 2011).

In the last two decades, the United States has seen drastic reforms to in education. Teachers now face rigorous performance rate testing and underfunded schools (Klien). In Colorado, teacher pay has “declined by 7% over the past decade” (Whaley). For years, teaching primary or secondary education was considered a respectable and stable job. However, Colorado is now facing problems regarding the teacher workforce. Colorado is experiencing a labor shortage in educational school teacher positions in due the declining perception of teaching impacting the quality of the education in Colorado. The severity of this shortage will continue to increase in the next 5 years and will affect the other Colorado Industries.

Norma Everist in the book, The Church as Learning Community purports all of us are both teachers and learners. She further assets teaching and learning takes place in every facet of our lives. I have embraced from an individual perspective the premise that learning is a life-long vocation but had not considered the enormous possibility that all of us teach and learn from each other both formal and informal settings. I agree with her regarding the local congregation’s automatic separation of teachers and learners. In my context, that was entirely the case in the past. There were a group of persons who had been designated teachers and everyone else was considered learners. Recently, there has begun to be a shift whereas the church is intentionally becoming more intergenerational in its approach to developing relationships, thereby providing greater opportunity for teaching and learning. One challenge is to ensure that those who teach in the formal settings are gifted and adequately equipped to teach the curriculum.

past decade or so since the demand for teachers far increases the number of qualified applicants. The career of teaching has become less desirable for college educated students - Many teachers are aging and leaving behind many turnover jobs, and benefits from unions and tenure simply do not draw in potential educators like they did before the Great Recession of 2008. According to Valerie Strauss of the Washington Post,

From the time California was admitted to the Union through today, the requirements for formal educators have continuously evolved. Multiple factors have influenced these changes. The economy, changes in immigrant communities, as well as scientific research on social emotional, physical and cognitive development of students. Changes in teaching style trends have also been influenced by the same factors.

Should K-12 student surveys of their teachers be used to determine whether they get a boost in salary or be judged effective or ineffective? Based on surveys given to students about their teachers over the past decade, student judgments about their teachers are highly correlated with test scores. These questions measure classroom control and the degree to which teachers challenge students to work harder with academic content and skills. The New Teacher Project, a national nonprofit based in Brooklyn that recruits and trains new teachers, last school year used student surveys to evaluate 460 of its 1,006 teachers. In higher education, students have evaluated their professors’ teaching and course content for decades. Controversial or not in higher education, reform-driven policymakers and foundation officials, eager to find another metric beyond unstable end-of-year test scores that simply and inexpensively judges K-12 teacher performance, look to researchers to quantify student perceptions of how and what their teachers teach. Not, however, if student perceptions of teaching are sliced and diced to fit into little boxes that can be checked off by principals and superintendents to determine teacher effectiveness and pay.

Teaching, according to the Teacher’s Training Agency, “…is a job for those who like and respect young people” (2005). Andrew clearly from his responses, suffered during his schooling, and perhaps felt disrespected as a result of being labelled. His position as an educator a number of years later, enable him to look quite critically upon his educators, almost, one could argue with an expert eye.

The focus of this paper is to analyze the supervision and evaluation of teachers at my Catholic school, and suggest a model program that better meets the needs of all teachers, regardless of their years in service. My experience teaching at the same school over the last 15 years indicates that supervision and evaluation of teachers is either a perfunctory task, or designed as a “gotcha” activity. In either case, there is never the expectation that the teacher and the administrator will collaborate to ensure teacher professional development, and no one would call it a meaningful process. Research shows that teachers do not become better teachers based on passive participation in an evaluation process they do not value. Charlotte Danielson (2010) argues that professional growth occurs only when teachers engage in “self-assessment, reflection on practice and professional conversation.” (p. 38).

A basic look at teachers may portray this idea that they simply pass on text book knowledge to students from seven o’clock to three. This is true. Teachers spend much of their time doing their best to help their students learn the information needed. However, teachers do much more than that. They spend countless hours preparing lesson plans, assessing students, reflecting, and caring about their students both in and out of the class rooms. Teachers become bus monitors, observers, cheerleaders, and sometimes that one person in a child’s life to make an ever-lasting difference. To obtain this powerful position, in Kentucky, a person must first obtain a bachelor’s degree. While doing so, one must complete two hundred observation hours in a classroom and then complete an internship- otherwise known as student teaching. After that, he or she must pass a series of state tests. Finally, one can now hold the position and

When I think about teachers that I have had in the past, several different ones come to my mind. Each of these educators stands out in my mind for a variety of diverse reasons. Whether it is their sense of humor, their tactfulness, their love of the subject matter, their fanatical and sporadic behavior, or their yearning to be childish themselves, I can still remember at least one quality of every teacher I have ever encountered. Every one of these teachers conveyed subject material to their students just as they were educated and employed to do. However, I trust that every professional in the world has an abundance of opportunity for improvement; teachers could discover and improve themselves merely by having

This report is concerned with the effects of teacher professionalization on elementary and secondary teachers in the United States(Clabaugh and Rozycki, 1986).