Introduction to Teaching Becoming a Professional, 2e Donald Kauchak and Paul Eggen ©2005 by Pearson Education, Inc. All Rights Reserved.

Introduction to Teaching Becoming a Professional, 2e

Donald Kauchak and Paul Eggen

©2005 by Pearson Education, Inc.

All Rights Reserved

Table 1.1

Responses to Interest in Teaching Inventory

35.5Self-growth9

55.0Influence of teachers8

45.4Content interest7

26.3Value to society6

16.4Work with youth5

92.6Other careers not considered4

74.0Summer vacations3

83.9Family influence2

64.3Job security1

Survey Rank

Average Response of StudentsItem FocusItem

©2005 by Pearson Education, Inc.

All Rights Reserved

Introduction to Teaching: Becoming a Professional, 2nd Edition

Kauchak and Eggen

Table 1.2

Beginning and Average Teacher Salaries for Each State

©2005 by Pearson Education, Inc.

All Rights Reserved

Introduction to Teaching: Becoming a Professional, 2nd Edition

Kauchak and Eggen

Table 1.2 (continued)

Beginning and Average Teacher Salaries for Each State

©2005 by Pearson Education, Inc.

All Rights Reserved

Introduction to Teaching: Becoming a Professional, 2nd Edition

Kauchak and Eggen

Table 1.2 (continued)

Beginning and Average Teacher Salaries for Each State

©2005 by Pearson Education, Inc.

All Rights Reserved

Introduction to Teaching: Becoming a Professional, 2nd Edition

Kauchak and Eggen

Table 1.3

The INTASC Principles

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

10. Partnership

The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

9. Commitment

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

8. Assessment

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

7. Planning

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

6. Communication skills

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

5. Motivation and management

The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

4. Strategies

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

3. Adapting instruction

The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development.

2. Learning and human development

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

1. Knowledge of subject

DescriptionPrinciple

Source: From Interstate New Teacher Assessment and Support Consortium. (1993).

Model standards for beginning teacher licensing and development: A resource for state dialogues.

Washington, DC: Council of Chief State School Officers. Reprinted by permission.©2005 by Pearson Education, Inc.

All Rights Reserved

Figure 1.1

Dimensions of Teacher Professionalism

©2005 by Pearson Education, Inc.

All Rights Reserved

Introduction to Teaching: Becoming a Professional, 2nd Edition

Kauchak and Eggen