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Machine generated contents note: 1. Becoming a Teacher -- Teacher Interview: Katie Johnston -- Questions to Consider -- Learning Outcomes -- Introduction -- Why Teach? -- The Joy of Teaching -- Intrinsic and Extrinsic Rewards -- The Laughs -- Making a Difference -- The Teaching Profession -- Being a Professional -- Setting and Upholding Standards -- Specialized Knowledge -- Code of Ethics -- Obligation to Practice in Acceptable Ways -- What Do Teachers Need to Know? -- Teacher Education Programs -- Ways Programs Are Organized and Why -- Different Pathways to Licensure -- Where the Jobs Are -- What Do Teacher Education Candidates Need to Do? -- How to Get Off to a Good Start in Your Teacher Education Program -- Test of Basic Skills -- Learn About Assessment Practices -- Pass Licensure Tests -- Spend Time in Schools -- Professional Development Schools -- Teachers’ Lounge -- School District/University Partnership Schools -- Challenging Assumptions -- Become a Member of a Teaching and Learning Team -- Understanding and Using Evidence -- Understand the Role of Your Mentor or Cooperating Teacher -- How Do You Keep Track of Your Growth as a Teacher? -- Know the Standards -- Student Standards -- Teacher Standards -- Begin a Portfolio -- Reflect on Your Observations and Practice in Schools -- Begin Collaborating With Peers and Professors -- Connecting to the Classroom -- Field Guide for Learning More About Becoming a Teacher -- 2. Today’s Students -- Teacher Interview: Michele Clarke -- Questions to Consider -- Introduction -- Learning Outcomes -- How Racially and Ethnically Diverse Are Our Schools? -- Race and Ethnicity of the Population -- The Impact of Immigration -- Race and Ethnicity in Schools -- Teaching Students From Diverse Racial and Ethnic Groups -- The Achievement Gap -- Race in the Classroom -- Ethnic Studies -- Ethnocentric Curriculum -- How Do Economics Affect Students and Schools? -- Economic Diversity of Students -- Students in Low-Income Families -- Homeless Students -- Middle-Class Families -- Providing Equity in Schools -- Teacher Expectations -- Tracking -- What If Students’ Native Languages Arc Not English? -- Teaching English-Language Learners -- Understanding and Using Evidence -- Bilingual Education -- English as a Second Language (ESL) -- What Is the Relationship of Gender and Education? -- Differences Between Females and Males -- Delivering an Equitable Education for Girls and Boys -- Challenging Assumptions -- Teachers’ Lounge -- How Is Sexual Orientation Addressed in Schools? -- Sexual Identity -- Supporting LGBTQ Students -- What Do the Religious Beliefs of Students Have to Do With Schools? -- Religious Diversity -- Addressing Religion in Public Schools -- Connecting to the Classroom -- Field Guide for Learning More About Today’s Students -- 3. Addressing Learners’ Individual Needs -- Teacher Interview: Brandy Donald -- Questions to Consider -- Learning Outcomes -- Introduction -- What Are Key Characteristics of Students With Disabilities? -- Established Disability Categories -- Learning Disabilities -- Speech Impairment -- Mental Retardation -- Emotionally Disturbed -- Other Disabilities -- Autism, a Spectrum -- School Experiences for Students With Disabilities -- Inclusion -- Parental Involvement -- Disproportionate Placement -- What Are Some Ways of Distinguishing Students in Terms of Academic Ability -- Intelligence as a Basic Ability -- Intelligence as One Ability -- Multiple Intelligences -- Implications of Academic Abilities for Teaching and Learning -- Understanding and Using Evidence -- Do All Students Develop in the Same Way? -- Stages of Cognitive Development -- Maturation -- Activity -- Sensorimotor Stage (0-2 years) -- Preoperational Stage (2-7 years) -- Concrete Operational Stage (7-11 years) -- Formal Operational Stage (11 years to adult) -- Human Brain Development -- Different Neural Circuits Develop at Different Ages -- Impoverishment Effects Can Be Long lasting -- The Brain Has Plasticity -- Implications of Developmental Models for Teaching and Learning -- How Do Class and Culture Affect Teaching and Learning? -- Socioeconomic Status as a Way to See Each Student as Exceptional -- Relationships Between Family Status and the Quantity of Words Heard -- Relationships Between Family Status and the Quality of Words Heard -- The Vocabulary Gap Continues to Widen -- Implications of Vocabulary Development for Teaching and Learning -- Culture as a Source of Student Exceptionality -- Elements of Culture: A Quick Review -- The Meaning in the Symbols -- Culture in the Classroom -- Safe and Caring Classroom Environment -- Bullying Can Come in Two Ways -- Implications of Class and Culture for Teaching and Learning -- Characteristics of Students as Learners -- What Are Some of the Most Common Ways of Categorizing Students? -- Gifted and Talented Education (GATE) -- Struggling Students -- Students at Risk -- Challenging Assumptions -- Teachers’ Lounge -- Early Warning Indicators of Students Dropping Out -- Implications for Teaching and Learning From Placing Students in Categories -- Connecting to the Classroom -- Field Guide for Learning More About Addressing Learners’ Individual Needs -- 4. The Social Context of Schools -- Teacher Interview: Ava Evbuoma -- Questions to Consider -- Introduction -- Learning Outcomes -- How Does Social Context Challenge Educators? -- Academic Performance -- The Federal Mandate -- The Importance of a Teacher -- The Sociopolitical Context -- Understanding and Using Evidence -- Deficit Ideology -- Stereotyping -- Students Leaving School Early -- Why Students Drop Out of School -- The Cost of Dropping Out -- School-to-Prison Pipeline -- Challenging Assumptions -- How Does Social Context Influence What Is Taught? -- Social Construction of Knowledge -- Whose Knowledge -- Multiple Perspectives -- Multicultural Education -- Culturally Responsive Teaching -- Social Justice Education -- How Are Students Affected by Social Context? -- Health and Fitness -- Nutrition -- Physical Activity -- Sexuality -- Sexual Behavior -- Teen Pregnancy -- Sex Education -- Violence -- Child Abuse -- Bullying -- Teachers’ Lounge -- Gangs -- Suicide -- Substance Abuse -- Connecting to the Classroom -- Field Guide for Learning More About the Social Context of Schools -- 5. Families and Communities -- Teacher Interview: Arlene M. Costello -- Questions to Consider -- Learning Outcomes -- Introduction -- How Do the Public and Educators View Education? -- Teacher Quality -- Problems With Schools -- Standards and Academic Success -- In What Types of Families Do Students Live? -- Diversity of Families -- Size of Families -- How Does Culture Influence Families and Their Children? -- Characteristics of Culture -- Cultural Relativism -- Biculturalism and Multiculturalism -- School Culture -- Traditions -- Hidden Curriculum -- What Happens When Students’ Cultures Come to School? -- Religious Beliefs -- Prayer in School -- Books to Read -- Religious Beliefs in Schools -- Use of Native Languages -- Learning English -- Maintaining the Native Language -- How Should Teachers Work With Parents and Communities? -- Challenging Assumptions -- Working With Families as Partners for Student Learning -- Understanding and Using Evidence -- Communications -- Teachers’ Lounge -- Working With Diverse Families -- Family and Teacher Organizations -- Relationship of Schools to the Community -- Partnerships -- Bringing the Community Into the School -- Connecting to the Classroom -- Field Guide for Learning More About Families and Communities -- 6. History of Schools in the United States -- Teacher Interview: Marvin Kuhn -- Questions to Consider -- Introduction -- Learning Outcomes -- How Did Public Schools Come to Be? -- Schools in the Colonies -- Creating a System of Public Education -- How Did Schools Become Designed Based on the Age of Students? -- Understanding and Using Evidence -- Elementary Schools -- High Schools -- Middle Level Education -- Early Childhood Education -- What Has Influenced the School Curriculum? -- The Industrial Revolution -- Progressivism: Curriculum for Reform -- Sputnik I -- How Has the Educational System Contributed to Equality? -- First Americans -- Resistance to Conversion -- Boarding Schools -- American Indian Control -- African Americans -- Participation in Schools After the Revolutionary War -- Education in the South -- Education at the Beginning of the 20th Century -- School Desegregation -- Latinos -- The Battle for the Use of Spanish -- Equity for Puerto Ricans -- Asian Americans -- How Has Teaching Evolved? -- Teachers’ Lounge -- Teacher Preparation -- Teacher Behavior -- Challenging Assumptions -- Connecting to the Classroom -- Field Guide for Learning More About the History of Schools in the United States -- 7. Developing a Philosophy of Teaching and Learning -- Teacher Interview: Heather Cyra -- Questions to Consider -- Learning Outcomes -- Introduction -- How Do Teachers Develop Personal Philosophies Toward Teaching and Learning? -- Developing a Personal Philosophy of Teaching -- The Influence of Stories in Building a Personal Philosophy of Teaching -- Defining Events in Building a Personal Philosophy of Teaching -- Taking Stock of Your Beliefs -- Taking Stock of Your Students -- How Do Students Learn? -- Ideas About How Students Learn -- John Dewey (1859-1952) -- Hilda Taba (1902-1967) -- Ralph W. Tyler (1902-1994) -- Paulo Freire (1921-1997) -- It Eleanor Duckworth (1935- ) -- Howard Earl Gardner (1943) -- Grant Wiggins (1952- ) -- Diane McCarty (1954- ) -- Conflicting Perspectives in Teaching and Learning -- The Necessity of Evaluating Ideas -- Having a Research-Based Perspective -- How Does Educational Psychology Help Teachers Understand Student Learning? -- Research on Teaching and Learning -- Translating Educational Psychological Perspectives Into Teaching Practice -- Johann Pestalozzi (1746-1827). Jean Piaget (1806-1980), and Abraham Maslow (1908-1970).Note continued: Ivan Pavlov (1849-1936), Edward Thorndike (1874-1949), and Burrhus Frederick Skinner (1904-1990) -- Lev Vygotsky (1896-1914) -- How Do Philosophical Perspectives Help Teachers Understand Student Learning? -- Metaphysics, Epistemology, and Axiology -- The Metaphysical Questions of Content or Child -- Ways of Knowing, Learning, and Teaching -- The Role of Values and Ethics in the Classroom -- Teachers’ Lounge -- Philosophical Perspectives’ Influence on Teaching and Learning -- Confucianism -- Idealism and Realism -- Perennialism and Essentialism -- Pragmatism and Progressivism -- Existentialism -- The Presence of Educational Philosophies in Classrooms -- Teacher-Focused Classrooms -- Understanding and Using Evidence -- Challenging Assumptions -- Student-Focused Classrooms -- The Changing Focus -- Using Philosophy to Problem Solve -- Connecting to the Classroom -- Field Guide for Learning More About Developing a Philosophy of Teaching and Learning -- 8.Organizing Schools for Learning -- Teacher Interview: Dr. Kim Friel -- Questions to Consider -- Learning Outcomes -- Introduction -- How Are Schools Staffed and Organized? -- Roles of the Adult Workers in Schools -- Principal -- Assistant or Vice Principals and Deans -- Teachers -- Department Chairs and Teacher Leaders -- Other School-Based Staff -- Organization Charts -- Communication Is Important -- Organizing for Horizontal Communication -- Variations in the Teachers’ Role -- Variations in Teaching Responsibilities -- Professional Learning Communities -- Organizing Students for Learning -- Self-Contained Classroom -- Organizing Students for Work -- What Is the Relationship of Schools to School Districts and the State? -- Challenging Assumptions -- Organization of School Districts -- School District Organization -- School District Superintendent -- District Office-Based School Support Personnel -- School Boards -- Teachers’ Lounge -- School Boards as Policy Bodies -- School Board Responsibilities -- Organization of Education at the State Level -- Executive: State Governors -- Legislative: State Legislatures -- Judicial: State Courts -- State Board of Education -- Chief State School Officer -- The Role of the Federal Government -- What Are Today’s Issues in the Workplace Called Schools? -- Questions About the Organization of Schools -- Class Size: What’s Best? -- Understanding and Using Evidence -- Why Are Schools Organized the Way They Are? -- What Should Be the Role of School Boards? -- What About School Safety? -- Connecting to the Classroom -- Field Guide for Learning More About Organizing Schools for Learning -- 9. Governance and School Finance -- Teacher Interview: Dr. Italia Negroni -- Questions to Consider -- Learning Outcomes -- Introduction -- How Is Governance Different From the Structures of Government? -- Governance Can Be Good or Bad -- Characteristics of Good Governance -- Characteristics of Bad Governance -- There Are Politics -- What Is the Role of the Federal Government in Education? -- The U.S. Constitution and the States’ Responsibility for Education -- The Tenth Amendment-Grants Responsibility to the States -- The First Amendment-Freedom of Speech and Religion -- The Fourteenth Amendment-Due Process -- Three Parts of the Federal Government: Three Sources of Education Policy -- Executive: President of the United States -- Legislative: U.S. Congress -- Judicial: U.S. Supreme Court -- U.S. Department of Education -- ESEA Past and Future -- Elements of No Child Left Behind (NCLB) -- Teachers’ Lounge -- As the Realities and Consequences of There Were Waivers -- Growth Scores: A Different Way -- Reauthorization of ESEA, 2012 and Beyond -- Rewarding School Success -- Graduating Every Student -- Placing Effective Teachers and Leaders -- Improving STEM Education -- Teacher Incentive Pay -- How Are Schools Paid for, and How Is the Money Spent? -- Finding the Money to Pay for Schools -- Income Tax -- Property Tax -- Sales Tax -- Federal Government Sources of Funds -- Citizens Fight Back -- Seeking Additional Sources of Funding for Schools -- Lotteries and Gambling -- Creative Sources of Funds for Schools -- School Carnivals, Field Events, and Parent-Teacher Organizations -- School-Business Partnership -- Each of These Fundraising Activities Has a Price -- A Possible Source of Revenue That Was Never Considered Before -- Challenging Assumptions -- How Do Schools Spend the Money? -- Distribution of Revenue: By Different Levels of Government -- Per-Pupil Expenditure -- Balancing the Budget in Tight Times -- What Are Some of the School Finance Issues and Challenges? -- School Finance: Equal and Enough -- Two Fundamental Finance Questions -- Different Levels of Government: Roles and Consequences -- Centralization Versus Local Control -- Widespread Variations or a National Curriculum? -- Understanding and Using Evidence -- Connecting to the Classroom -- Field Guide for Learning More About Governance and School Finance -- 10. The Law as It Relates to Teaching and Learning -- Teacher Interview: Michael Simpson -- Questions to Consider -- Introduction -- Learning Outcomes -- Contemporary Legal Issues and Their Deliberations -- Social Media: Uses, Misuses, and Issues -- Teachers’ Use of MySpace -- Cyberbullying -- Sexting -- Copying Documents and Other Material From the Internet -- Accessing Material on the Web That Has a Copyright -- Copyright Guidelines for Teachers and Students -- Finding Out If Something Has a Copyright -- Continuing Legal Dilemmas Related to Education -- Separation of Church and State -- Using Public Funds to Pay for Transportation to Catholic Schools -- Two Continuing Questions -- The Place of Religious Activities in Public Schools -- Prayer at School Events -- Celebration of Religious Holidays in schools -- Funding of Public Schools: Equity and Equality -- What the U.S. Constitution Says About Funding -- View of the States About the Funding of Schools -- Segregation, Desegregation, and the Risks of Resegregation -- Separate but Equal Was Constitutional -- Separate but Equal Becomes Unconstitutional -- Release From Court Order -- Risk of Resegregation -- In Summary: Solving Dilemmas Takes Times -- Understanding and Using Evidence -- Students’ Rights and Protections -- Statutes Related to Students With Disabilities -- The Least Restrictive Environment -- Inclusion -- Paying for Special Education -- Student and Teacher Qualifications Under IDEA -- Student Rights -- Family Privacy Rights -- State Interests Versus Individual Rights -- Public High Schools -- Sports for Girls -- Undocumented Students -- Students’ Freedom of Expression -- Teachers’ Lounge -- Student Body Search -- Locker Search -- Teachers’ Responsibilities, Rights, and Liabilities -- Teacher Responsibilities as a School District Employee -- Determining the Content of the Curriculum -- When Parents Disagree With Teachers -- Corporal Punishment -- Reporting Child Abuse -- The Basis for Student Grouping -- Teacher and School Accountability -- Beginning Teacher Nonrenewal and Dismissal -- Due Process -- Individual Teacher Rights and Responsibilities -- Teacher Freedom of Public Expression -- Teacher Dress -- Drug Testing of Teachers -- Challenging Assumptions -- Teacher Liability -- Law and Ethics Are Not the Same -- The Perspective of the Law: Is It Legal? -- The Ethical Perspective: What Is Right? -- Resolving Dilemmas: Legal and Ethical Processes -- Making the Final Decision -- A Final Thought -- Connecting to the Classroom -- Field Guide for Learning More About the Law as It Relates to Teaching and Learning -- 11. Standards, Curriculum, and Accountability -- Teacher Interview: Lorraine (Reina) Floyd -- Questions to Consider -- Learning Outcomes -- Introduction -- What Are Standards and Benchmarks? -- Characteristics of Standards -- Common Core Standards -- Standards for Content -- Developing the Content Standards -- Organizing the Standards -- Using the Standards -- Using Benchmarks -- Keeping Track of Benchmarks and Standards in Lesson Planning -- Knowing the Standards -- Standards for Students -- Standards for Teachers -- Standards for Professional Education Arts -- Standards for Undergraduates -- Standards for Colleges of Education and Universities -- Standards for Professional Practice -- Standards for Teacher Professional Growth -- Knowing When Students Have Met the Standards -- Understanding and Using Evidence -- What Is Curriculum? -- Characteristics of Curriculum -- Challenging Assumptions -- Teachers’ Lounge -- Teachers Making Curriculum Come Alive -- Accountability Measures Through Standards, Benchmarks and Curriculum -- Value-Added Assessment of Teacher Effectiveness -- School Accountability -- Connecting to the Classroom -- Field Guide for Learning More About Standards, Curriculum, and Accountability -- 12. Managing the Classroom and Student Behavior -- Teacher Interview: Lena Mann -- Questions to Consider -- Learning Outcomes -- Introduction -- What Is Classroom Management? -- Using What You Already Know About Classroom Management -- Frameworks for Learning About Classroom Management -- Three Areas of Classroom Management -- The Personal and Parental Affect in Classroom Management -- The Paradoxes of Classroom Management -- How Do You Build a Personal Philosophy of Classroom Management? -- Theorists, Theories, and Models -- Behavior Modification -- Assertive Discipline -- Social-Emotional and Group Dynamics Management Approaches -- Teachers’ Lounge -- Instruction and Communication Approaches to Classroom Management -- Understanding and Using Evidence -- Challenging Assumptions -- What Constitutes a Well-Managed Classroom? -- Room Arrangement -- Helping Students Be Comfortable in the Room You Have Arranged -- Managing Paperwork -- Students Managing Classroom Paperwork -- A Multidimensional Look at Classroom Management -- Multidimensionality -- Simultaneity -- Immediacy -- Unpredictable and Public -- History.Note continued: Management of Movement on School Grounds and in Hallways -- Routines, Rules, and Schedules -- The Characteristics of a Well-Managed Classroom -- What Is the Connection Between Discipline and Management? -- Four Stages of Classroom Life That Influence Behavior -- Forming -- Storming -- Norming -- Performing -- The Importance of Communication in Behavior Management -- Basic Rules of Engagement -- How Do Teachers Manage the Stress of Managing a Classroom? -- Three Dimensions of Psychological Support for Teachers -- Emotional-Physical Support -- Psychosocial Support -- Personal-Intellectual Support -- Laughter in the Classroom -- Connecting to the Classroom -- Field Guide for Learning More About Managing the Classroom and Student Behavior -- 13. Teaching Strategies -- Teacher Interview: Jason Choi -- Questions to Consider -- Learning Outcomes -- Introduction -- What Are Teaching Strategies? -- Generic Teaching Strategies -- Lecture -- Questioning and Discussions -- Grouping -- Understanding and Using Evidence -- Role Play, Simulation, and Drama -- Reflective Learning/Inquiry -- Viewing Teaching Strategies as Direct or Indirect Instruction -- Teachers’ Lounge -- A Constructivist Approach to Teaching -- Activity Learning -- Never Just One -- What Makes Teaching Strategies Work? -- The Importance of Planning -- Challenging Assumptions -- Instructional Theory Into Practice -- The Planning Cycle -- Getting Students Ready to Learn -- Bracketing or: Let’s See, Where Was I? -- Sponges -- Evaluating Learning -- Teacher Work Sample or Analysis of Student Work -- Understanding the Connection Between Teaching Strategics and Curriculum -- How Are Different Strategies Used for Different Purposes? -- Culturally Relevant Teaching Strategies -- Multiple Intelligences -- Inclusion Strategies: Least Restrictive Environment (LRE) -- Strategies for English Language Learners (ELL) -- Homework as a Teaching Strategy -- Connecting to the Classroom -- Field Guide for Learning More About Teaching Strategics -- 14. Using Technology to Improve Student Learning -- Teacher Interview: Nira Dale -- Questions to Consider -- Learning Outcomes -- Introduction -- What Role Does Technology Play in the Lives of Teachers and Learners? -- The Evolving Face of Technology -- The Cloud -- Technology for Communication -- Social Networking -- Technology Changing the Teaching? -- Why Integrate Technology in Teaching? -- Technology for Teaching -- Smart Boards, MP3 Players, and Tablets -- Digital Cameras -- Video Recording -- Teachers’ Lounge -- Learning Games -- Audio Recordings -- Teachers Using Technology Effectively -- Using Technology With Diverse Learners -- Software to Enhance Teaching and Learning -- Challenging Assumptions -- Difficulties in Teaching With Technology -- Students Using Technology for Learning -- Presentations and Research -- Student Work Samples -- Learning My Way on My Time -- How Can Teachers Manage the Use of Technology and Use Technology to Manage the Classroom -- Managing the Use of Technology -- Technology for Managing the Classroom -- Creating a Technology-Rich Learning Environment -- How Can Teachers Integrate Technology Into Their Own Professional Development? -- Educational Technology Standards for Teachers -- Using the Internet for Professional Development -- Understanding and Using Evidence -- Using Technology for Self-Improvement -- Connecting to the Classroom -- Field Guide for Learning More About Using Technology to Improve Student Learning -- 15. Assessing Student Learning and Results -- Teacher Interview: Dr. Elliott Asp -- Questions to Consider -- Learning Outcomes -- Introduction -- Why Is Assessing So Important? -- The Whys and Hows for Assessing -- Formative Versus Summative Assessments -- Purposes for Assessing -- Considering the Quality of Assessments -- Two Very Different Kinds of Tests -- Norm-Referenced Tests (NRTs) -- Criterion-Referenced Tests (CRTs) -- Comparing NRT and CRT Test Scores -- Characteristics of Effective Assessments -- Level of Difficulty -- Validity -- Reliability -- Performance Tasks -- Authentic -- Assessing for Different Types of Learning -- Accommodating Different Types of Learners -- Accommodating Special Needs Students -- Accommodating ELL Students -- What Are Some Ways to Test Student Learning? -- Checking for Understanding Within Lessons -- Teacher Observation -- Teacher Questioning -- Challenging Assumptions -- Student Self-Reflection -- Objective Tests -- Watch Out for Bias in Test Items -- Subjective Tests -- Short-Answer Items -- Essay Test Items -- Teachers’ Lounge -- Open-Ended Formats -- Which Format Is Best? -- Rubrics Are an Important and Informative Assessment Tool -- How Do Teachers Use Formative Assessments to Adjust Instruction and Improve Student Learning? -- Four Levels of Formative Assessment -- Teachers’ Instructional Adjustments -- Understanding and Using Evidence -- Students’ Learning Tactic Adjustments -- Classroom Climate Shift From Traditional to Formative Assessment -- Schoolwide Implementation of a Formative Assessment-Centered Culture -- Response to Intervention (RTI) -- Student Improvement Team (SIT) and RTI -- Don’t Forget the Achievement Gap -- Connecting to the Classroom -- Field Guide for Learning More About Assessing Student Learning and Results -- 16. Succeeding in Your Teacher Education Program, and Beyond -- Teacher Interview: Amber Velasquez -- Questions to Consider -- Learning Outcomes -- Introduction -- What Are Keys to Succeeding in Your Teacher Education Program? -- Understanding Your Concerns -- What Are Your Concerns Right Now? -- Describing Teacher Concerns -- Then: Is a Developmental Pattern to Teacher Concerns -- Assessing Your Concerns -- Implications of the Concerns Model for Teacher Education Candidates -- Monitoring Your Concerns About Teaching -- Implications for You -- Understanding and Using Evidence -- What About Ms. Velasquez’s Concerns? -- Strive for Quality in Your Teaching -- Elliott’s General Model of Effective Instruction -- The Importance of Each and Every Field Experience -- Challenging Assumptions -- What Are the Keys to Being Hired as a Beginning Teacher? -- Requirements for Obtaining a Teacher License -- Getting Your First Teaching Position -- Where to Look for Teaching Positions -- Ideas for Your Professional Resume -- Teacher Dispositions Are Very Important -- In What Ways Can Candidates and Teachers Be Leader -- Different Ways Teachers Can Lead -- Formal Teacher Leadership -- Working With Parents -- Informal Teacher Leadership -- Leading Adults Is a Big Challenge for Beginning Teachers -- Career Path Options for Teachers -- Teachers’ Lounge -- Becoming a School Administrator -- Graduate Studies -- How Does a Master Teacher Think About the Joy of Teaching? -- Joy and Satisfaction in Teaching Can Be Career Long -- "First of All, I Love Kids" -- "I Saw That I Was Making a Difference" -- "I Loved Sharing With Others" -- "I Was Always Bringing Human Interest Stories to Share With the Kids" -- You Need to Have a Notion of What You Want Your Classroom to Be Like Before You Get There -- Serendipity Occurs as We Are Concluding; the Interview With Mrs. Schneider -- An Epilogue -- Connecting to the Classroom -- Field Guide for Learning More About Succeeding in four Teacher Education Program, and Beyond. |
