Primary Source Analysis: Front Lines In Education

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

My middle school supported me by arranging weekly one-hour lessons with Dr Taylor, a local upper schoolteacher. These sessions nurtured my inquisitiveness and explored

In addition, teaching is a significant part of any doctor’s life. As physicians, we are constantly educating not only our patients and their families, but also other physicians, residents and medical students. A physician may know all the medical information in the world, but the care of a patient is primarily predicated on that physician’s ability to successfully

What type of primary source is this? How is this type of primary source different from or unique when compared to other types of primary sources?

In result of The Seven Years’ War Britain controlled American trade and territory. In order to pay for the expenses of the war several taxation acts and military presence were implemented such as the Sugar Act, Stamp Act, Currency Act, Quartering Act and the presence of British troops at the colonies. Consequently, Americans who thought these actions violated their political and constitutional liberties opposed these policies with petitions, boycotts, and resistance strategies known as the Imperial Crisis. In January 1776 Thomas Paine’s Common Sense was composed to convince Americans of the need for independence from British rule and establishment of democracy. This pamphlet

I found reading about how the United Federation of Teachers is recommending their teachers to prep for their observations this year as NYC transitions over to the Danielson Framework for teacher

An American psychiatrist by the name of William Glasser once stated, “When you study great teachers…you will learn much more from their caring and hard work than from their style.” Teachers are a huge part of an individual’s life. From the time a person enters into preschool until the complete cessation of their educational career, the teachers and professors along the way each influence that student’s perspective and feeling towards the particular subject they taught. With daily interactions, teachers become a part of a student’s microsystem. They are often times the only other constant adult figure in their student’s life apart from the caregiver. Whether it is acknowledged or not, the importance of teacher cannot be overstated. Unfortunately,

This experience prepares the student for the realities of professional practice, acquiring the knowledge skills and attributes to become a safe, competent practitioner (Mcallister 2001, cited in Midgley 2006). Educational audits by the clinical lead universities monitor clinical learning environments for their appropriateness of learning provision, enabling the ward to facilitate change if necessary to ensure continuing suitability as a clinical placement (NMC 2008).

* Teacher Qualifications: By the end of the 2005-06 school year, every teacher in core content areas working in a public school had to be "highly qualified" in each subject he or she taught. Under the law, "highly qualified" generally meant that a teacher was certified and demonstrably proficient in his or her subject matter. Beginning with the 2002-03 school year, all new teachers hired with federal Title I money had to be "highly qualified." By the end of the 2005-06 school year, all school paraprofessionals hired with Title I money must have completed

According to Anderson and Stillman (2013), many clinical field experiences have gained attention in reform discourse, much of that attention emphasizes the structural and logistical dimensions of such experiences, such as their location, duration, and division of labor, but reflects a lack of focus on what teacher candidates actually learn from the experiences. While we agree, we are more interested

My passion for teaching will continue from a different perspective now. One gain from the supervision cycle is that I now place a higher value on listening and discussing with teachers. I often would ask myself if being a principal is what I want to be, but this great experience has confirmed for me that helping others and seeing them grow is my passion. Glickman, Gordon, and Gordon-Ross (2014) define the clinical supervision cycle as assistance for the enhancement of teaching and learning (Glickman et al., 2014, p. 9). The goal of clinical supervision is to foster teachers’ learning skills, improving instruction and student learning. Therefore, I do want teachers to feel I am there to support them in all aspects through the collaboration based on their individual needs. This experience makes me think that I will always be a teacher and I will always be a learner with teachers; the same way teachers work with students. I want them to be open with me so that together we can implement changes in the least restrictive way possible. I look forward to practicing the clinical supervision cycle with teachers the coming year. I have enjoyed and learned so much in this experience, but one thing stays in my heart is the fact that teachers aim for constructive feedback, this allows many positive opportunities. As I listened to Ms. Aguilar during the post conference, I realized that feedback provides a foundation for a positive teacher- supervisor relationship. By providing appropriate feedback, the teachers understand that the supervisor is genuinely concerned about their growth. This component also enhances a teachers’ self-efficacy and provides an avenue for motivation. The ultimate goal of supervision is for teachers to improve their knowledge and skills in order to make schools a more efficient and effective learning community for all

I have chosen to apply to the Master of Teaching program at OISE as a result of having had several exceptional teachers over the course of my studies, who have ignited in me a passion for teaching, which reflected their own pedagogy. I am confident that OISE’s innovative Master of Teaching program will provide me with the resources and skills required to make conscientious progress in my professional goal of becoming a secondary school teacher. The opportunity to study and work alongside such strong academic, professional and acclaimed instructors such as Garfield Gini-Newman, with his observations and insights on effective teaching and learning strategies in the digital age, is an invaluable experience for an aspiring educator such as myself. In addition, it is heartening to see OISE’s commitment to teaching excellence reflected in the Master of Teaching curriculum as it addresses major issues in education, human development, and professional practice. I especially anticipate the opportunity to participate in the mental health courses, given that recent reports indicate an increase in mental health issues among Ontario adolescence. The research component of the curriculum also intrigues me as it allows for exploration, future specialization and the acquisition of

Students and preceptors agree that there is a need for clinical instructors from the university 9

“When teachers possess the wisdom and resilience to adopt a reflective and objective view of their own practice, they also have the vital ingredients for enhancing their classroom practice.’’ (Jones et al. 2006: 45).