Mehta 's Second Justification For Assigning Teachers

2). The authors explain that in the 1990s when the first edition of their book was published, the term “teacher leadership” was generally unfamiliar within the educational community. The authors state that “by helping teachers recognize that they are leaders, by offering opportunities to develop their leadership skills, and by creating school cultures that honor their leadership, we can awaken this sleeping giant of teacher leadership” (Katzenmeyer and Moller, 2009, p. 3). During their study of teacher leadership, Katzenmeyer and Moller (2009), discovered that teachers are unwilling to be identified as teacher leaders due to the following: 1) lack of a supportive environment for the development of teacher leaders, 2) insecurities about their abilities to provide leadership for adults, and 3) at some schools, the tendency to treat all teachers alike, which can dishearten teachers from assuming leadership roles. Based on this information, the need to provide support and recognition for those teachers who are willing to step up and undertake leadership roles is important for schools and districts that wish to enhance the development of teacher leaders. Without these elements in place, one would assume that teacher leadership practices would not be prevalent. Nevertheless, providing a supportive environment and tapping into the numerous areas of expertise of those who make up the largest portion of the educational workforce, one can understand the potential impact of what Katzenmeyer and Moller (2009) refer to as “the sleeping giant” of teacher leadership. However, to determine if this is

Back in the 1950s, teaching was considered a noble profession. The men and women that chose the field of education as a career were well respected by parents, students, and the community as a whole. I sat down with a retired teacher, a current teacher and a student working on their education degree, all three from the same family. Mr. Charles Faren is a retired high school teacher, head football coach and assistant principal, Ms. Cheryl Faren is currently a middle school reading teacher for the Clark County School District, and Mr. Matthew Barth is a student at College of Southern Nevada working on his degree in secondary education who is currently working as a gear up tutor at one of the county’s middle schools. The role of a teacher hasn’t necessarily changed over the years, the requirements and expectations have however. Today the educators of America are required to teach what is called common core, they have to prepare students to take standardize exams, with the technology of the internet and social media comes new forms of bullying and harassment that shows up in schools, low wages and now a lack of support and respect that today’s teachers now have to work through.

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

Teaching is not a lowly job as most people think. Teaching is a profession that is highly, commendable just like banking, nursing and other professions. However, some people often ridicule the teaching profession merely because of its poor pay, poor career prospects, not to mention the perceived monotony of the daily routine writing lesson plans and preparing lecture materials. Despite all these criticisms, not many teachers have defended themselves. However, in the article “I am not a babysitter,” Heather Robinson takes a stand to defend the teaching profession effectively by appealing to ethos, pathos and logos. This

When the word school is mentioned, often, we first think about students and teachers. These two groups roughly describe the educational system. This assignment will focus on teachers as stakeholders in public school districts.

Throughout the United States teachers consistently deal with annual changes to the education system, some that completely change the way they must teach in order to follow a strict teaching rule. Teachers cannot express the natural talent they own, without the freedom to use it.

In Chapter 18 of Educational Foundations: An Anthology of Critical Readings, Henry Giroux talks about how education reform questions the public school teacher’s ability to provide “…intellectual and moral leadership for our nation’s youth” (Canestrari & Marlowe, 2012, p. 189). Giroux argues that teachers are not the problem in today’s current education crisis. Instead, Giroux states that the current education crisis has a lot to do with “…the developing trend towards the disempowerment of teachers at all levels of education” (Canestrari & Marlowe, 2012, p. 190). I believe that this is the most important aspect

Many states across the country are experiencing teacher shortages. Without enough teachers, we can not successfully educate our children. According to Glori Chaika “Forty-two states issue emergency credentials to people who have taken no education courses and have not taught a day in their lives. Many teachers are hired based solely on their experience leading church or camping groups.” (Chaika) Due to the shortages, States are allowing those who are not even qualified to teach. One can not believe that children are being educated as best as they can be, if those teaching them have no experience or training before hand. Another problem is that teachers are not being place in the fields were they can perform at their best, Glori Chaika also states that “One-fourth of new teachers -- if they are licensed -- are not licensed to teach in the field they are teaching.” (Chaika) Many teachers have very little knowledge on the subject they are teaching, “About 55 percent of students taking physics in the United States, for example, are taught by someone who never majored or minored in the subject.” ( Asimov) As a result of the current teacher shortage, the quality of America’s educational system has gone down. People are being hired with no teaching experience and teachers are being forced to teacher subjects that they are not familiar with. Adding to the current teacher shortage is the problem of teacher

Instead of coming together to create a truly democratic society that supports the whole we are caught up in serving first our own interests followed by the interests of the system that has allowed us to succeed. How is it possible that the people making the decisions can look at the state of our education system and blame the teachers for failing when they are also the ones providing the strict standards that serve to perpetuate the current hegemonic society we live in? I do think that there are good parts of having certain standards for education – all students should know how to read and write, everyone should have a basic understanding of mathematical concepts and history – but I think by micromanaging classrooms across the country, teachers are prevented from doing their job of teaching students and instead being tasked with “filling up the knowledge bank” with information deemed important by individuals and groups who have little to no connection to actual classrooms. The main point of this chapter was to shine a light on the negatives of the traditional education system and explain the educational philosophy aimed at combating the perpetuation of such

The United States is currently facing a difficult time with teacher shortages. In North Carolina alone, 14.8 percent of teachers left the profession in the school years of 2014-2015 according to the Public School Forum (Barth et al. 23). Teacher shortage is a crucial topic to keep at the forefront of discussion because it affects the quality of education that students receive and, subsequently, the future of the United States. It is crucial for the United States to enhance student performance in order for the economy and our technological industry to continue improving. One factor that causes the teacher shortage are the different qualifications needed in order to get certified to teach in a certain subject. However, even after completing these qualifications, there have still been cases in which teachers are not being hired because they are either over-qualified or under-qualified. In addition to these educational barriers, North Carolina has some of the lowest numbers for teacher salaries which has led to a decrease of people desiring to enter into this profession and, as a result, those people choose to not major in education or move to other states to teach instead. After all this, it is very clear that one has to be passionate about working in the education profession. Unfortunately, even those who power through these first few hurdles, there are many negative factors that come into the picture as a result of remaining a teacher. Two possible solutions that can help the

The issue of teacher shortage today is continuing to grow. The effects of the achievement gap are reaching the teachers, not just the students: “...good administrators and teachers, who are doing their best under difficult circumstances, will be driven out of the profession…,” (Boyd-Zaharias 41). The achievement gap is part of the reason teachers feel they are underpaid, which happens to be one of the leading cause in teacher shortage considering, “Teachers were paid two percent less [than comparable workers] in 1994, but by 2015 the wage penalty rose to 17 percent,” (Long). Being a teacher requires passion in order to stay in the field, especially if the money in teaching is decreasing. Money is an important aspect for people when it comes to their careers, therefore, fewer people want to become teachers. This lack of teachers and the lack of college students studying to become a teacher leads to unqualified teachers and larger classroom sizes (Ostroff). Both of these causes are eventually affecting students’ learning environments. I chose this issue in education for my project because I have personally felt these effects, and I know others who have as well. As a future educator, I want to see better wages and better benefits, but this can only happen with qualified, passionate teachers. I plan on being one of them, and I plan on sparking a change. I am a future educator fighting to end teacher shortage.

6). Brady and Kennedy recognise that teachers are the professionals as their training equips them with the skills and knowledge, in other words “teachers, in reality, are the mediators of the curriculum” (Brady & Kennedy, 2014, p. 6). Businesses are the stakeholders who employ these students in the future, so they wish to see that “the school curriculum must deliver outcomes that are relevant to employment opportunities and the economic needs of society” (Brady & Kennedy, 2014, p. 4). The governments have the same enthusiasm as the businesses when it comes to the designing of the school curriculum. One of the government’s main reasoning of involvement in the school curriculum is because of the awareness progressing design of the knowledge development of Australia’s future citizens. “In general, democratic governments wish to see a community that is socially cohesive, politically literate, culturally sophisticated, tolerant and just” (Brady & Kennedy, 2014, p. 7). The school curriculum has a big impact and can do what the governments and businesses want for the

It is this approach by the government, over the years, which has shifted the views on teacher professionalism. The erosion of creativity and autonomy reduces the need to reflect and as the ATL states ‘Review and reflection may be pointless in an environment where the teacher is or feels powerless to innovate, where decisions and changes are always imposed from above.’

An institution is concerned with external goods rather than internal goods whereas as we have seen a practice is concerned with both internal and external goods (MacIntyre, 1998). This leads one argue that due to the institutional role of a teacher, teaching cannot be defined as a social practice (Davies, 2013). However, if one looks at the academic role of a school teacher, it becomes evident that teaching can be considered a practice due to it being characterised by virtues, internal and external

Teachers’ leadership and collective expertise are tightly linked to student achievement. A sophisticated new study has found that schools staffed by credentialed and experienced teachers who work together over an extended time generate the largest student achievement gains. Students of less-experienced teachers who had access to the most accomplished colleagues made the very greatest achievement growth gains. Obviously, less-experienced teachers had the greatest margin for improvement. But this finding nonetheless implies that the “master” teachers with whom they worked are spreading their expertise among colleagues. (Wayne, 2003) The question is whether teachers have time to lead or learn from their peers, either informally or through structured professional development experiences. Case studies find that they do not, limiting the cultivation of teacher leaders who can spread their expertise to their colleagues. Teachers Network survey respondents joined their professional networks for a broad variety of reasons, including the ability to secure funding for projects in their classrooms or schools and involvement in