s Manual Test Bank - Eighth Edition L. Dean W ebb Arlene Metha Prepa...

Instructor’ s Manual Test Bank for Foundations of American Education Eighth Edition

• Dean W

ebb Arlene Metha Prepared by

• Dean Webb

Arlene Metha 1 / 4

iii Contents Instructor's Manual Chapter 1 1 Chapter 2 5 Chapter 3 8 Chapter 4 12 Chapter 5 18 Chapter 6 21 Chapter 7 24 Chapter 8 27 Chapter 9 31 Chapter 10 34 Chapter 11 39 Chapter 12 42 Chapter 13 46 Chapter 14 50 Chapter 15 53 2 / 4

1

CHAPTER 1

STATUS OF THE PROFESSION

CHAPTER OUTLINE

● The Teacher and Teaching: Definitions

● Satisfactions and Dissatisfactions with Teaching ● Teacher Preparation • Baccalaureate Teacher Education Programs • Alternative Teacher Preparation Programs ● Teacher Certification • Assessment for Initial Certification and Licensure • Emergency Certification • Recertification • Reciprocity and Interstate Certification

• National Certification: The NBPTS

● Teacher Supply and Demand ● Salary and Other Compensation • Salary Schedules • Performance-Based Teacher Compensation • Compensation for Administrative and Support Personnel

• Indirect Compensation: Employee Benefits and Services

LEARNING OUTCOMES

• Provide an overview of America’s teaching force and the teaching profession.
• Identify the most commonly cited satisfactions and dissatisfactions of teaching.
• Describe traditional and alternative teacher preparation program.
• Discuss current issues related to teacher certification, including testing for certification, emergency certification,

and interstate certification.

• Compare data related to teacher supply with that for demand and explore the factors contributing to teacher

supply and demand.

• Identify the major elements of teacher compensation, including supplemental pay and performance-based pay.

LECTURE AND DISCUSSION GUIDE

Lesson 1

● Write on the chalkboard or project on a screen the question “What is teaching?” Begin Lesson 1 by asking students to think about and then write down their personal definition of “teaching.” Ask students to share their definitions aloud, and record the main ideas on the board. Review the list of definitions found in the text. Did the definitions generated with the students match up with those cited in the textbook? Further discuss the idea of the teacher as an “artist” and the idea that “teachers are born, not made.” In your experience as a student have you been exposed to teachers who were “artists” in the classroom?

● Review the current profile of the teaching profession using Table 1.1

● Direct students to form dyads and share with each other why they want to become a teacher. Refer students to the Ask Yourself: Do I Want to Be a Teacher? Read through several of the accompanying questions, emphasizing the importance of potential teachers knowing why they chose this particular profession.

● Show the Video Insight: Becoming a Teacher. After viewing the video, use the questions posed in the Video Insight pop-up to guide your discussion.

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2 ● Ask each dyad to also discuss the satisfactions and dissatisfactions of teaching as related in the text or as experienced by the students or others they know. Allow several minutes for this dialogue, and then refer students to share their reasons.

● Now that you’ve established the “why” of becoming a teacher, it’s time to look at how this can be accomplished. The most common way is to graduate from an approved baccalaureate program. The content of these programs has been influenced by the standards movement and the work of several key organizations. Review the INTA SC Core Model Teaching standards presented in Table 1.3.

● Teacher education programs generally consist of four areas: (1) a general studies, (2) content studies in a major or minor, (3) professional studies, and (4) field experiences and clinical practice. Compare these areas with those included in Hall’s Lectures on School keeping in the Historical Note for this chapter.

● Lead a class discussion on how students determined their preference to teach in elementary or secondary schools.

● Alternative teacher preparation programs have become an increasingly popular route to teacher certification. Review the typical requirements of alternative programs. Share information about any such programs being offered by or through your institution.

● Refer students to the For Your Reflection and Analysis that asks students “If non-education graduates can prepare for teaching in 1 year of study, why can’t education graduates also be prepared in 1 year? Lead a class discussion on the advantages and disadvantages of shortening the preparation of teachers.

● Closure of Lesson 1. Ask students to further reflect on their own about their decision to become a teacher.

Lesson 2

● Achieving certification is one of the necessary steps in becoming a teacher. Teacher certification is much like getting a driver’s license—one cannot operate without it. Different states have different certification requirements, with all states requiring a bachelor’s degree as a minimum requirement. Ask students which of the requirements mentioned in the text are applicable in their state. If possible, hand out the teacher certification requirements for your state developed by the state department of education. Have students discuss the strengths and weaknesses of these requirements.

● The state assessment of prospective and practicing teachers has been a growing phenomenon driven by the public’s concern about the quality of education and the “highly qualified” teacher requirements of No Child Left Behind. The most commonly used tests for certification are the Praxis II examination. The first part of the Praxis II exam measures core content knowledge in more than 20 areas, while the second part measures knowledge of teaching and learning in four areas: Students as Learners, Instruction and Assessment, Communication Techniques, and Profession and Community.

● The practice of granting emergency certificates to persons who do not meet the requirements for standard certification has grown with the demand for teachers. Review the regulations related to the granting of emergency certificates in your state. Ask students to speculate on the impact of this practice on efforts to professionalize teaching.

● The initial certification granted to a beginning teacher must be renewed periodically. Review recertification requirements in your state.

● The increasing mobility of teachers and the desire of states to attract as many teachers as possible has encouraged states to engage in interstate reciprocity which allows teachers who are certified in one state to be eligible for certification in another. Review any reciprocity agreements to which your state is a party.

● Review the process to receive national board certification. Ask them to share their intentions regarding seeking board certification and the reasons why they would or would not seek board certification.

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