reflective teacher

Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers

How to Secure a Teaching Position

In order to secure a teaching position in a public school, you must be licensed and certified to do so. There are different types of teaching licenses, including provisional, emergency, and permanent. A license authorizes you to teach, whereas a certification is an indication of what you are qualified to teach. You may also have more than one certification attached to your teaching license.

Each state sets its own requirements regarding tests and minimum passing scores to achieve state certification/licensure, although alternate paths to certification do exist. The tests are typically designed to evaluate teacher candidates’ basic academic skills, subject knowledge, pedagogical knowledge, and in some cases, classroom performance.

1. Basic Skills Examination

Typically, in the first step of the process, teachers must pass basic skills examinations before they are admitted to teacher education programs or enroll in upper-level courses (those taken in the junior and senior year) at colleges and universities. The basic skills tests measure reading, writing, and mathematics skills.

2. Subject Area Tests

In the second step, educators who have graduated with a teaching degree must pass subject-area tests as part of the certification/licensure process in their state of employment. Subject assessments measure candidates’ knowledge of the academic subjects they will teach, as well as domain-specific pedagogy skills (how to best teach these particular subjects).

Many states use the Praxis system for license and certification testing. However, some states, such as Alabama, Florida, Oklahoma, and Texas, use their own testing service for certification purposes. You’ll need to check the requirements for your state.

3. “Highly Qualified”

Separate from certification, highly qualified is a status given to teachers in content areas after completing course work and/or passing a Praxis exam or equivalent. The No Child Left Behind Act of 2001 requires teachers to be highly qualified in their content area. Teachers may become highly qualified in multiple areas. A teacher highly qualified in elementary education may teach all subjects in grades kindergarten through sixth. After sixth grade, however, teachers must be highly qualified in each subject area they teach. For example, passing the science Praxis test makes you highly qualified in science, so you can teach this subject to students in grades 6 through 12. If you also pass the social studies Praxis, then you may teach both science and social studies.

Be aware that higher paying school districts that are known for positive teacher morale and educationally supportive communities are more competitive. This may make it more difficult for you to secure employment in one of these schools, because you’ll compete against a greater number of applicants. Take your time investigating and selecting appropriate schools to make sure that you can come up with concrete and valid reasons, sometimes other than simply high pay, that would make you willing to work in one of these schools. An additional factor to consider is that you’ll be applying along with “alternative route” teachers, who’ve already had career experience in other work forces. Taking time to identify applicants that you might be up against during the selection process will assist you in determining where your best chances lie of securing employment.

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Matthew Lynch published in Equity, Matthew Lynch, OpEducation, Policy & Reform, Teachers

Diversity: Why Classrooms Need It

School climate and school culture directly impact student success. As a result, it is particularly important for the school culture (and the classroom culture) to reflect, acknowledge, and celebrate diversity.  Taking these feel-good ideals and making them a reality can be tough for educators, especially with so many other initiatives on their ever-tighter schedules.

Even diversity itself is not exactly straightforward. Not only must schools recognize diversity evident among broad racial and ethnic groups (e.g., Asian or Hispanic), but the diversity within these groups must be recognized as well. For example Chinese and Japanese students may share common cultural characteristics as a result of being Asian, but will also have distinctly Chinese and Japanese cultural characteristics that differ from each other. The same is true of Caucasian students who come from vastly different family backgrounds, even from the same neighborhoods. In the interest of treating students equally, giving them equal chances for success, and equal access to the curriculum, teachers and administrators must recognize the uniqueness and individuality of their students.

Diversity in Practice

Teachers have a particular responsibility to recognize and structure their lessons to reflect student differences.  This encourages students to recognize themselves and others as individuals.  It also encourages the appreciation of a diverse school population, and brings a sense of connection between disparate cultural heritages within a single school’s culture. It is certainly in the best interest of students and teachers to focus on the richness of our diversity.  Recognizing and acknowledging our differences is part of treating students fairly and equally.

One reason for seeking out and acknowledging cultural differences among students is the idea that learning involves transfer of information from prior knowledge and experiences.  To facilitate this transfer process, it is important to acknowledge the students’ background, and to validate and incorporate their previous knowledge into the process of acquiring new information.  All students begin school with a framework of skills and information based on their home cultures. This may include a rudimentary understanding of the alphabet, numbers, computer functions, some basic knowledge of a second language, or the ability to spell and write their names. It also includes a set of habits, etiquette and social expectations derived from the home.

If a student cannot relate new information to his own experiences, or connect the new material to a familiar concept, he may perceive the new information as frustrating, difficult or dismiss it completely, believing it to be in conflict with his already tenuous understanding of the world.  Teachers have the responsibility to seek out cultural building blocks students already possess, in order to help build a framework for understanding.  Some educational pedagogy refers to this process as “scaffolding.”  Recognition of a student’s cultural differences provides a positive basis for effective learning, and a “safe” classroom environment. Every group of students will respond differently to curriculum and teachers must constantly adjust to be sure their methods are diverse, both in theory and in practice.

What are some easy ways you’ve found to promote diversity in your classroom?

photo credit: woodleywonderworks via photopin cc

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Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers

The Two Types of Interviews New Teachers Should Be Prepared For

It’s a good idea to prepare for interviews before you’re called for one. Being prepared for the interview creates a favorable impression on your potential employer and will considerably reduce your stress levels before the interview.

When applying for a teaching position, you may encounter two types of interviews:

1. Online Interviews
An online interview is typically a preliminary set of screening questions. The online interview usually must be completed before being called for an in-person interview.

When completing an online interview, it is important that you take your time, proofread, and double-check that you have filled everything out correctly. You don’t want a minor mistake you get in the way of moving forward toward your dream job!

2. In-Person Interviews
An in-person interview is a face-to-face interview with an interviewer or team of interviewers. In-person interviews may be conducted by one or more administrators, a team of teachers, a combination of teachers and parents, or any arrangement of these.

Irrespective of the type of interview panel, it’s imperative to make a good first impression. A good interview suit is an excellent place to start. Interviewers also look for self-confidence, enthusiasm, poise, the ability to think and act quickly, appropriate grammar and a well-developed vocabulary, as well as clear and confident speech and diction.

The impression you make is often created by your personality traits, manners, and appearance, some of which may not be under your direct control. However, you can be prepared to answer questions typically asked by interviewers. Thoroughly research the school, making a visit to the school and speaking to experienced teachers who have been working at the school for a number of years. Prepare a series of questions to ask these teachers to allow you to get a good idea of the school environment as a whole. Familiarize yourself with the school goals, missions, and activities by browsing their Web site and by searching in local newspapers or at the local library. Apply your research findings to the questions typically asked by interviewers.

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Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers

Enrolling in a College of Education: What You Need to Know

Becoming an educator begins, of course, enrolling in a college of education. Whether you’re starting your pathway to becoming a teacher straight out of high school or are changing careers after many years of working in another field, to become a teacher, you need a degree from a college of education.

Usually, university students apply to schools of education during their sophomore year and formally enroll in a bachelor-level teacher training program beginning in their third year, after completing other college course work. Requirements for enrolling in a college of education differ among colleges and universities and from state to state. You’ll need to see your advisor for details. In general, in order to receive admission to most colleges of education, you’ll need to meet these three requirements:

  1. You’ve completed your university’s General Education requirements (or the equivalent thereof); you have an AA degree from an approved Community College, or transfer from another university.
  1. You have an overall GPA of 2.5 or above.
  1. You’ve successfully passed all three areas (Reading, Writing, and Mathematics) of the Praxis I Skills Test or its equivalent.

If you don’t meet all these requirements, don’t fret! In some cases, students who don’t meet a college of education admission requirement may be assigned an “education pending” status. After meeting all college admission requirements, students complete a “change of major” request to change from “education pending” to their intended major.

Once you’ve been admitted to a college of education, the enrollment process will proceed with class selection. The course work for preparing to be a teacher involves two stages:

  1. Core courses

The core courses are the basic classes required for most college students before declaring a major and entering a specific field of study. These classes typically account for 30% to 40% of a bachelor’s degree.

  1. Teacher education courses

These courses focus on training you to be a teacher. At this point, you’ll select elementary or secondary education as your major and also choose your subject area.

When planning out your schedule, you’ll need to make sure you take all the classes required by each stage in addition to whatever electives you choose for your particular specialization. Elementary education teachers must teach a variety of subjects but have an area of concentration for which they must have a specific number of credit hours. For example, an elementary education major with a concentration in reading might need at least 15 credit hours in reading courses. Other areas of concentration include art, language, literature, mathematics, music, physical education, science, social studies, English as a second language, or specific foreign languages. Secondary education majors include grades 7 through 12 and require a specific major for the area. The courses you take in the teacher education program are specifically designed to teach you everything you need to know before teaching.

In addition, you must keep in mind that teachers must usually take and pass two Praxis exams in order to earn their degree and receive licensure.

  1. Praxis II

This exam is a more focused test that specifically tests your subject area knowledge. Passing this test certifies you to teach and designates that you are highly qualified to do so.

  1. Praxis III

This exam measures your performance as a new teacher in a classroom setting, mostly during the first year of teaching. It may include direct observation and structured interviews.

As long as you plan from the start, enrolling in a college of education and successfully garnering your teaching credentials will be easily achievable goals. Know your milestones, and plan your roadmap accordingly.

 

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Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers

New Teacher Tip: Creating an Effective Behavior Management System

No matter your philosophy of education or your educational beliefs, one thing holds true for all classrooms – a behavior management system should be implemented consistently from day one. A behavior management system might include, at a minimum, a set of rules, a set of consequences, and a set of rewards. Below are some tips for creating and implementing your behavior management system.

Rules

1. Choose no more than five or six of the most important rules. If students have too many rules, they will not remember any of them, and therefore, will not follow any of them!
2. Keep it simple. The fewer words in each rule, the greater the chance that it will be remembered and followed.
3. Be Positive. Set a positive tone in your classroom by avoiding negative words like no, not, and never.
4. Allow the class to help you choose the most important rules. Students are more likely to remember the rules if they participate in the development of them. In addition, it will provide them with a sense of control and responsibility to follow the rules since they are the ones that came up with them.
5. Post them clearly and legibly. Students should be able to remind themselves what the rules are at any moment during the school day.

Consequences

1. Make it a process. Start out with something that doesn’t affect them too much and make each consequence that follows a bit more severe.
2. Develop a way to keep up with it. Developing some way of keeping up with behavior and being consistent is a must.
3. Follow through. Schedule a time each day to address the behaviors and their consequences.
4. Provide feedback. Be sure that students know why they are receiving a consequence and that they know how to avoid receiving future consequences.
5. Avoid punishing the whole class. It isn’t fair to those who do follow th

1. Limit tangible rewards. Tangible rewards are typically not approved for purchase with school money. Therefore, the teacher usually provides them out of his own pocket.
2. Customize the rewards to fit your current class. What are their interests? What motivates them?
3. Change it up! When you notice students are no longer motivated by the rewards, rethink your rewards system and present it to the class.
4. Allow the class to help develop the list of rewards.

Over half of new teachers leave the field within the first 3 years. Why? Many cite the stress of dealing with disruptive and problem behavior in the classroom as the main reasons. However, if you follow the strategies that I have outlined in this column, you will have no problem managing your student’s behavior. Good luck!

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Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers

Why You Should Join an Educational Association

Most new teachers will at some point consider joining an educational association. Educational associations not only provide support; they also provide continuing education for teachers. New teachers will soon find that most fellow teachers belong to the American Federation of Teachers (AFT), or the National Education Association (NEA), or both. The decision as to which one to join is usually guided by the school location and fellow teachers’ involvement. Two of the main benefits of membership are professional collaboration and mutual support. Dozens of professional organizations provide continuing support for teachers, from further training to collective bargaining for better working conditions. These organizations tend to create communities where teachers can get help and protection regarding teachers’ rights, expand teaching knowledge, receive teaching materials, and even relieve stress by connecting with other teachers.

The Internet is a wonderful resource for training materials and teaching resources as well. Check out the following links for information on:

Training materials:
– Education Week (www.edweek.org)
– Teacher Magazine (www.teachermagazine.org)

Activity ideas:
– Inspiring Teachers (www.inspiringteachers.com)

Connecting with other teachers:
– Education World (www.education-world.com)

Teaching organizations:
– The Association for Supervision and Curriculum Development (www.ascd.org)
– National Middle School Association (www.nmsa.org)
– National Association for the Education of Young Children (www.naeyc.org)
– National Association for Gifted Children (www.nagc.org)
– The Council for Exceptional Children (www.cec.sped.org)

Remember, with education, the more you know, the better you do! Don’t miss out on the opportunities to expand your knowledge and connection base that teaching associations provide!

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Matthew Lynch published in Diversity, Equity

There are fewer than 100 black professors in Britain – why?

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

William Ackah, University of London

It is a shocking statistic that there were just 85 black professors in UK universities in 2011-12. In stark terms, this means that there are more higher education institutions than there are black British, African and Caribbean professors actually teaching in them. The latest figures from the Higher Education Statistics Agency put the number of UK academic staff from a known ethnic minority at 12.8%.

In contrast, black and minority ethnic students are well represented. In some institutions, such as City University, they make up nearly 50% of the student population. Yet even in these universities black academics are a rarity, particularly those in senior positions.

It is hard to think of an arena of UK public life where the people are so poorly represented and served on the basis of their race. Yet this scandalous state of affairs generates little by way of investigation, censure or legal scrutiny under the 2010 Equality Act.

The Metropolitan Police has come under intense scrutiny for a number of years for its lack of diversity. It was famously labelled as institutionally racist by the 1998 Macpherson report for its failure to be representative and adequately serve the black community under its jurisdiction. In statistical terms, UK universities are as unrepresentative as the Metropolitan police. Somehow, they have managed to escape intense scrutiny of their attitudes, practices and procedures relating to the black populations that they have a duty to educate and serve.

It is also evident that there is a staggering absence of black people in other leadership positions within the UK higher education system. This includes vice chancellors, registrars and other administrators who make the key strategic decisions concerning ethos, priorities and direction of their institutions.

No Black British studies

Another stark feature of UK academia is the absence of any degree courses that systematically explore the experiences of black people in Britain. In the US, African American Studies are part and parcel of the academic environment. Many academic institutions house departments and academic leaders dedicated to the discipline.

But in Britain there is not a single institution that has a degree programme in Black British studies. If one thinks about the plethora of degree programmes that are offered by UK institutions, it is remarkable that not one of them offers a programme of teaching and research into the experiences of communities that have been so important to the shaping of the United Kingdom.

However, black communities are often the objects of detailed academic scrutiny by UK academics. In sociology, psychology, politics, history, theology, and numerous other disciplines, black communities are analysed, assessed, examined, evaluated and commented upon.

This analysis of black life, conducted primarily by white academics, often portrays black communities as dehumanised. Black people are used to illustrate problems as diverse as educational underachievement, health inequality, and religious extremism.

In doing this, universities contribute to an unflattering, stereotypical and false image of black communities in Britain. The rich complexity and diversity of the black British experience gets buried under an avalanche of supposedly detailed and well-established research findings. Equally damaging is that the communities who are the objects of this research are so rarely empowered by these findings.

Black communities still experience exclusion, under-representation and marginalisation when it comes to the UK’s major institutions. While academics benefit from research income and a raised profile because of their knowledge of black communities, the communities themselves remain on the margins of academic life.

Call to action

In order to move black people into the mainstream of British academic life, fundamental cultural and procedural shifts are required. It needs to be acknowledged that the British higher education system has institutional inadequacies. Universities need to take pro-active measures to ensure that institutions genuinely reflect the diversity of the wider society, both in terms of personnel at all levels and in relation to curricula and research.

The introduction of Black British studies courses in British university campuses could be one positive step on the journey towards a more inclusive higher education system. But rigorous scrutiny, analysis and action is also needed to tackle the institutionalised discrimination that is a stain on the reputation of Britain’s liberal university culture.

_________________

William Ackah is a Lecturer in Community and Voluntary Sector Studies at Birkbeck, University of London

This article was originally published on The Conversation.

Read the original article.

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Matthew Lynch published in Policy & Reform

Lessons from Educators on the Big Screen: Part II

For better or worse, films influence people. While known for exaggeration, I do feel like the best-made films contribute something to society at large. In the case of movies where excellence in teaching is the star, there is a lot to be gleaned – whether for first time or veteran teachers.

In part I of this series, I wrote about four inspirational movies that highlight transcendent educators. Today I want look at a few more of my favorites from the big screen and the lessons they teach teachers about their important jobs.

Lean on Me (1989). This is not really about a teacher per se, but about a principal. Joe Clark (Morgan Freeman) comes to save a school about to be taken over by the state. It is run down and full of rebellious and even criminal-minded young people. Joe Clark, the principal with the baseball bat, quickly tries to run the school like some angry but well-meaning despot. At first his teachers are against his methods (and critics of the movie made the same mistake), but as both students and teachers warm up to him, it’s clear that what he is doing is really working.

He does, however, have his enemies; particularly one member of the School Board, who is trying to get him fired. When he is caught chaining the school doors against the fire department’s regulation, he is put in jail, and the School Board convenes a special session to decide if he should be fired. But the students show up in front of the jail en masse and demand his release, which is eventually granted. Immediately after his release, he receives good news; the entire student body has passed the test administered by the state. This movie is yet another shining examples of a dedicated educator who breaks the rules and succeeds precisely for that reason.

Dangerous Minds (1995). This may begin to sound like a litany, but Dangerous Minds is yet another story (based on a true story) involving the dedication of a teacher in an underpriviledged school. Here Michelle Pfeiffer plays the real-life LouAnne Johnson, whose story the movie is based on. Johnson, an ex-Marine, is hired on the spot without really being informed of the kind of class she is to teach. Her students are not interested in learning, are disrespectful and the class is basically in chaos. At first she almost gives up in frustration, but then she decides not to. Once she has made up in her mind that she is going to win over the students, the “battle” begins. Once more, we have a movie about a teacher who breaks as many rules as it takes. In the end, the class is completely won over. In fact, they not only start learning and enjoying it, but they have also come to love and respect their teacher along the way.

Freedom Writers (2007). This is based on another true story. Here Hilary Swank plays the real-life Erin Gruwell. Her dedication also leads to a compassionate understanding of her underprivileged students, and she achieves the ultimate breakthrough when she informs them that they aren’t the first young people besieged by problems. Although she is not permitted to use The Diary of Ann Frank, she does precisely that, at her own expense. She also buys notebooks for her students and encourages them to keep diaries that she would only read if they permitted her to do so. Needless to say, breaking all the rules once more allows her to become an exceptional teacher whom her students come to love.

While I’m not advocating anarchy and chaos in the classroom, all these movies are good at pointing out that you can’t have a great school by making everything and everyone wear the same straitjacket. Rules and regulations are fine, provided that they don’t interfere with the real business of teaching. These fictional and real-life educators got through to their students by leveling with them, by understanding where they come from, and by empathizing with their struggles.

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Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers

Ask An Expert: Teachers Are Mandatory Reporters of Child Abuse

Question: I am a third-grade teacher who works in a suburb outside of Philadelphia, PA. Based on several signs and a gut feeling, I suspect that one of my outgoing students is experiencing child abuse. I plan to report my suspicions through the proper channels, but my question is: can I be sued by the child’s parents if I am wrong? Helen S.

Answer: Helen, don’t be so hard on yourself. Parents who abuse their children go to great lengths to cover up their crime and convince everyone else that all is well. Child abuse and child neglect are issues that we would rather avoid. Unfortunately, they are all too real and are so prevalent that, as teachers, we must rise to the challenge.

It is very important to remember that it is not always obvious in which family abuse might occur, and abuse and neglect do not necessarily have to be ongoing. Parents may end up becoming abusive for various reasons, including financial or psychological stress, or unrealistic expectations of their children. It can be as simple as losing one’s temper under stress and calling a child “stupid,” or smacking them in the face.

As a teacher, you are a mandatory reporter of child abuse and neglect. In simple terms, you are legally obligated by your state to report signs of child abuse and neglect to the proper authorities, especially in situations where you see physical and emotional signs of possible abuse. You should report your suspicions at the first sign of trouble while also following district and state guidelines.

Many teachers clam up in this type of situation, mostly due to their fear of falsely accusing someone of such a heinous crime. Thankfully, social service agencies do a good job of investigating reports of child abuse, so if a child is being abused, more often than not social services makes the right call. Also, many teachers are afraid of being sued by the child’s parents, and possibly incurring their wrath.

The good news is that, in the United States, teachers are protected from litigation in situations where they report suspicions of child abuse, as long as they follow the requirements specific to their district and state. So breathe a sigh of relief, as chances are your worst fear will never come true. In the end we have to realize that the safety of the students placed in our care is our number one priority, and if we are proven wrong … well, we want to be proven wrong, don’t we?

Child abuse is a very serious problem that must not be taken lightly. Any sign of abuse must be reported, and teachers must be ready to offer support and encouragement to these students. You can never be 100% sure that your suspicions are right, but don’t let your doubt stop you from following your intuition.

As you gear up to report your suspicions through the proper channels, take solace in the fact that you are doing the right thing and will not face litigation as a result. Not only are you performing your legal duty, but you can sleep comfortably at night knowing that you took the bold action required to protect the students under your care.

 

 

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Matthew Lynch published in Parental Involvement, Policy & Reform, Teachers

Student and Teacher Records: What are the Privacy Rules?

By Matthew Lynch

Personal histories and records exist for every student who attends, and every teacher who teaches, at a school.  This history, in the form of school records, test scores and the opinion of teachers and mentors, can have a huge impact on a student’s future. In some cases, it is on the basis of these assessments about an individual’s potential and overall disposition that life-changing decisions are made about them.

These histories could determine what colleges they attend, the privileges that they are allowed, or even the jobs that may eventually be able to attain. It’s important, then, for these records to be maintained properly and justly and be void of impartial or biased content.

School records and who should have access to them was first realized in the 1970s when instances of parents and students being denied access to them came into the spotlight. The passing of the Family Educational Rights and Privacy Act (or the Buckley Amendment, as it is popularly known) by the U.S. Congress in 1974 was the first federal piece of legislation that expressly addressed what students could and could not access.

The Act makes clear who may have access to a student’s records and who may not. The move was largely beneficial for parents who were previously denied access to records that were very likely to affect their children’s lives.  The Act made it mandatory for schools to share all information about students with their parents, when requested.  It also required schools to explain or interpret the recorded observations to parents, with the failure to do so resulting in federal funds being denied to the school. At the same time, the Act serves in the best interests of teachers.  It clearly denies parents the right to inspect a teacher’s or an administrator’s unofficial records.

The Buckley amendment applies to all schools that receive federal money.  The act has been a promising step in ensuring transparency in dealing with and handling student’s records.  Aspects of the Act, such as the confidentiality granted to both parties, and fundamental fairness, make it stand out as a reformative measure in ensuring the right to privacy for individuals wanting to be educated.

Here is how the FERPA Act empowers parents and guardians and puts them in a better position than they were previously:

  • Parents and guardians can inspect their child’s school records.
  • The Act ensures that information about students under 18 years of age cannot be passed on without parental consent.
  • Parents have the right to challenge the accuracy of information at any point in time and to request a hearing to contest such information.
  • A legal route to get corrections made in children’s school records and to place a statement of disagreement in student regards too is now open to parents.
  • Parents can single-handedly decide who can access the information about their child.
  • In cases where parents find any discrepancies, they can always file a complaint with the U.S. Department of Education to seek relief in the civil courts.

It is important for schools, parents and students to realize the importance of what is contained in teacher and student records, while still having reasonable access to both.

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