The Profession Of Teaching : Candidate Self Evaluation Essay

Being apart of the teaching field is often overlooked. Teachers don’t get the recognition they deserve. It takes time and effort to even be handed the degree. Working for that degree you have to go through numerous of classes which ends up with hours of studying outside of class. Leaving out the ACT, you have to have a 22 or higher score to be accepted into the teacher school. In my highschool experience, it was a big change for myself. I had an I.E.P at the time and my caseworker was Linda Rich. Not only did she impact my life but she impacted a lot of other teenagers look on schooling. She was a Teacher assistant for two years at Lake Forest High School also, a special ed and mainstream teacher since 1981.

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

In order for reflective communities of practice to work as a major component of teacher preparation programs, there must be well-crafted activities that serve to bridge the space between the theory and the praxis of teaching. Teacher candidates must be allowed to become culturally responsive and sustaining teachers in ways that are as authentic as possible, without the threat of putting vulnerable students in harm’s way. The work that some teacher preparation programs have been doing to approximate the work of teaching for teacher candidates is very ripe for exploration.

As postmodern educators feel their way through an ever changing multicultural classroom environment, it is imperative that each hold firmly to their philosophical positions and do not let society influence them in a negative way. At the same time all teachers should be continually reflecting inwardly to make oneself accountable to their profession.

The aims and objectives of this unit are to show an understanding of the role of Equality and Diversity in education I have chosen to research and write about those areas that are relevant and appropriate to the work that I am doing, in order to improve my teaching practice. This hopefully means that the skills I have learned pertaining to research around the subjects will help to fill in any gaps in my knowledge as I continue to develop professionally.

“To hell with your career, what is your calling?” It was this quote that led me to the classroom just five years ago. I was convinced that teaching was indeed my calling. I was compelled to make a difference in the world, and felt that there was no better way to do it than by educating young children, that in many ways, whether through life experiences or appearance, resembled me. I knew that this was no easy feat. In fact, it’s no secret that teachers do not make significant amounts of money, and the profession of teaching does not always receive the respect and dignity it is due. But it was that day, in the spring of 2009, after hearing Dr. Joseph E Lowery speak these words, I promised myself to never chase a career, but instead, to always

This article whose focus was on minority teacher candidates in teacher education programs presented an argument that schools with increased numbers of minority teachers will have a richer multicultural knowledge base, stronger roles models, and more shared experiences between students and teachers, and greater numbers of insider experiences that help build bridges between cultures (Szecsi & Spillman, 2012). The article touched on a few of the “hindrances”, like low pay and standardized test difficulties, but the purpose the article was to help readers gain an understanding of how minorities in teacher education programs feel about their journey to becoming a teacher. The article showcased a study of three minority students in a teacher education

Case 5 from Hare and Portelli provides a sense of the choices and decisions facing educators today for teaching social justice, but also provides teacher candidates with potential conflicts that might arise during their teaching practice. Sandra Cole has put a lot of effort into her classes, trying to make them up to date and challenging (p.33). As an educator, Sandra, self reflected on her teaching and learning about how things were going. Sandra then came across a philosopher Bertrand Russell and she found his distinction between teaching the truth and being truthful in teaching very interesting. Sandra then realized that there were many gaps within the curriculum. Sandra challenged, but also critiqued the curriculum about what was being

Pennsylvania requires that the university supervisor complete the PDE 430 form (Exhibit 3.3.f#26) twice on all student teacher candidates. The unit provides data on the final PDE 430 forms (Exhibit 3.1.b#28), the Co-Op Evaluation of Student Teacher (Exhibit 3.3.f#30), and Final Co-Op Evaluation forms (Exhibit 3.3.f#31).

There has been a clear notion on what is needed in today’s education and that is diversity in the classroom to include material in the curriculum that openly addresses diversity. Teachers need to be aware that being multicultural is important, adaptation is required and ability to provide students with a safe environment. Meanwhile, also understanding the student’s interest, culture, and background is vital in the student’s learning. For example, according to Karmeen (2013), “21st Century Teacher Educator” and “Teachers as “Healers”: 21 Century Possibility? Or Necessity?” by authors Whitfield and Klug (2004); both promote the ideas of including multicultural materials in the curriculum. They both agree that the reduction of prejudice and promotion of social justice is key. One should obtain the knowledge to understand and recognize what is unique among different groups that each student represent.

This reflection is based on the question posed, “What does Social Justice mean to you and the teaching profession.” The concept of Social Justice can be described differently by any individual whom are asked, however to fully understand this concept an individual first needs to understand their own inner feeling and knowledge of this concept.

Historically, many teachers took courses in multicultural education that was aimed at teaching preservice teachers about diversity in the classroom. However these courses did not have an impact on the teaching practices of pre-service teachers as they entered schools and classrooms. Furthermore teachers were asked to reconsider their own assumptions and work towards a better understanding of values and practices of cultures different than their own. It was through this type of reflective activity of their own beliefs compared to others could they begin to construct practices that aimed at making diversity apart of the curriculum. One goal of multicultural education was to shed light on oppression and social inequality based on race, social class, gender and disability.

The teaching profession in public education in the United States is under examination and scrutiny more than at any time in it’s history (Odden Kelley 2002). Teachers have not matriculated well informed, academically skilled young adults, who process critical thinking powers and are equipped to lead and transform the world of the 21st century. The graduation goals from our

As a child advocate, I believe each child has their own unique talent and it is my desire to help children meet their fullest potential. It is my personal philosophy to create an environment for children that promotes respect for each and every student and family, to allow children to learn the way that works best for them through developmentally appropriate practice, and to provide a constantly fun and caring, safe and positive classroom.

In today’s society, education plays a role in what occupations students choose as adults. Students would not be able to pursue an academic path that meets the needs of their interests or career goals without the proper education. This type of education is provided by teachers; however, not just any teacher but “highly qualified” teachers (HQT). HQT are individuals who demonstrate a mastery in the areas of “English, reading, or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography” (Smith, 2015, p. 1). Such core specific teachers, also must have a bachelor’s degree or higher, obtained certification via an acceptable state teacher licensing program and also demonstrate knowledge content in the core area of expertise.