What Counts as a Good Job in Teaching?: Becoming a Teacher as We Race to the Top

Description: What Counts as a Good Job in Teaching? by Colleen Gilrane, Kristin Rearden This book describes a successful approach to preservice teacher education that is designed to help prospective teachers develop the habits of mind for teaching for deeper understanding, even as their lived experiences as novice teachers conspire to encourage them to study for the test of the next days evaluation rubric. FORMAT Hardcover LANGUAGE English CONDITION Brand New Publisher Description Teacher evaluation in the U.S. is in flux as states increase and intensify their attention to it to qualify for Race to the Top Funds, and as accountability for teacher quality becomes more focused. This book describes a successful approach to preservice teacher education that is designed to help prospective teachers develop the habits of mind for teaching for deeper understanding even as their lived experiences as novice teachers conspire to encourage them to study for the test of the next days evaluation rubric. Author Biography Colleen P. Gilrane is a faculty member in the Theory and Practice in Teacher Education Department at the University of Tennessee, Knoxville. She works with preservice and inservice teachers as well as advanced graduate students in literacy and in elementary education, and serves as Chair of the Institutional Review Board. Her teaching and research interests focus on working with teachers to create communities in which all learners have access to literacy that is rich, powerful, and joyful.Kristin T. Rearden is a clinical associate professor at the University of Tennessee, where she has focused on pre-service teacher preparation and elementary science education for over fifteen years. She received the University of Tennessee Alumni Associations Outstanding Teacher Award in 2010 and was the Tennessee Science Teacher Associations Science Educator of the Year for Higher Education in 2012.Hannah Louderback graduated from the University of Tennessee with a BS in Psychology and an MS in Elementary Education. During her graduate studies, Hannah completed her internship in a 2nd grade classroom and did research on the use of technology by students to self-assess their reading expression. After completing her degrees, Hannah was hired to teach 4th grade at a multicultural, Title I school in east Tennessee. This teaching experience enabled her to learn how to teach in a cooperative, one-to-one technology and arts integrated environment. After teaching 4th grade, Hannah was hired by the University of Tennessee at the Early Learning Center for Research and Practice. She is the lead kindergarten teacher, while also conducting research and mentoring undergraduate teacher candidates.Jessica Covington has completed a baccalaureate and masters degree at the University of Tennessee, Knoxville. She is licensed to teach Modified and Comprehensive Special Education grades K-12 and Elementary Education grades K-6. In her internship year she gained experience teaching in a Comprehensive Development Classroom for grade K-5, a 4th grade class, and a high school Resource class teaching English and World History. While completing her internship, she researched technology-based writing intervention for students with Intellectual Disability. She has been hired to teach in a Comprehensive Development Classroom-Activity Based and is looking forward to helping her students develop the skills necessary to achieve their goals. Table of Contents PRELUDE:THE CURRENT STATE OF U. S. TEACHER EVALUATIONSituating Preservice Teacher Education in the ChaosPART I:THE UNDERGRADUATE PRE-INTERNSHIP MINORColleen P. GilraneCHAPTER 1:OVERVIEWThe Spring Block: Practicum and Teaching MethodsPlanning the New and Improved Spring BlockGetting Feedback and Fine-TuningDid the Four Essential Questions Fit the Rubrics?Course DesignImplementing the PlanCourse OrganizationModels of Effective Teaching (2 weeks)Who Are My Students? What Do I Want Them to Learn? (2 weeks)Assessment: What Would Count as a Good Job? (2 weeks)What Resources Are Available to Me? How Do I Organize Them to Support Learning? (3 weeks)Designing Your Learning Plans (5 weeks of Workshop Time)Final Evaluation ConferencesCHAPTER 2:QUESTION #1: WHO ARE MY STUDENTS?Who Are My Students: Candidates as Colleens KidsWhat Do My Candidates Care About?What Kinds of Help Do My Candidates Need?Classroom/Course StructuresSpecific StrategiesResponses My Candidates Need From MeHow Do My Candidates Want/Need to Assessed? To Be Taught?Who Are My Students: Candidates Watching Their KidsAddressing Diversity in our Friday ClassesConferences Addressing Diversity During Workshop TimeClass Session Addressing Diversity as a Stand-Alone TopicWho Are My Students: What Did Candidates Learn?List of Readings Used for Diversity Class SessionCHAPTER 3:QUESTION #2: WHAT DO I WANT THEM TO LEARN?Specific Supports for Thinking About ContentClass Session Addressing Content as a Stand-Alone TopicThe Understanding by Design FrameworkWhat Do I Want Them to Learn: What Did Candidates Learn?Connecting Students to ContentThe Process of Identifying Content Worth LearningThe Importance of Depth Over CoverageCHAPTER 4:QUESTION #3: WHAT WOULD COUNT AS EVIDENCE OF LEARNING?Learning About Assessment by Being AssessedFormative Assessment of My CandidatesSummative Assessment of My CandidatesGrades for the Friday portion of 422Friday Class Sessions Devoted to Assessment as a Stand-Alone TopicPerformance AssessmentFormative AssessmentDesigning Assessments for Learning PlansWhat Would Count As Evidence: What Did Candidates Learn?Assessment Beyond Worksheets and TestsBringing a Critical Lens to Current PracticeBringing Student Experiences to Bear on Designing Assessments as TeachersCHAPTER 5:QUESTION #4: HOW DO I GET THERE?Selecting Instructional MaterialsSelecting Personnel Resources and Instructional StrategiesMaking Decisions About Time, Space, Environment, and Pulling It All TogetherHow Do I Get There: What Did Candidates Learn?Expanded Awareness of ResourcesTime as a ResourcePersonnel as ResourcesINTERLUDE: VOICES OF CANDIDATESCHAPTER 6:HANNAHS REFLECTIONHannah LouderbackTransitioning to InternshipFirst Year Teaching After InternshipTeaching Science: Erosion UnitTeaching Math: Problems with Missing or Extra InformationFinal ReflectionsCHAPTER 7:JESSICAS REFLECTIONJessica Covington"Understanding" Across Differing Teaching ContextsUsing Knowledge of Students to Set Goals and Evaluate LearningSetting Learning GoalsEvaluating LearningWhat Worked for Me: The W.H.E.R.E.T.O. StrategyWhereHookEquipRethink and Reviseself-EvaluationTailorOrganizeFinal ReflectionsPART II:THE GRADUATE INTERNSHIP YEARKristin T. ReardenCHAPTER 8:GETTING STARTED: ORIENTING AND BUILDING RELATIONSHIPSPreparing for the Field Experience: Setting up the Seminar ClassPhysical Design of the Seminar ClassroomThe Opening Class SessionPreparing to Enter the Schools: First ImpressionsThe Field ExperienceThe Spectrum of Classroom EnvironmentsFocal Point One: School CultureFocal Point Two: The Classroom EnvironmentFocal Point Three: The Planning ProcessFocal Point Four: Instructional StrategiesFocal Point Five: AssessmentFinal ReflectionsCHAPTER 9:FALL SEMESTER: OVERLAYING GOOD TEACHING WITH TEAM RUBRICSInitial Weeks of the InternshipPhysical Space ConsiderationsEstablishing a PresenceAssuming Responsibility for Planning, Teaching and AssessingDeveloping Planning SkillsLesson Plans: Novice and Veteran ApproachesQuestions: At the Heart of Learning to PlanPreparing for Formal EvaluationsThe "Dry Run" EvaluationThe Lesson Plan: Intended Versus ImplementedAreas to Improve and Areas of StrengthAssessment DataAnalyzing the Lesson with Evaluation RubricsThe Initial Evaluation for State LicensureCHAPTER 10: SPRING SEMESTER: OVERLAYING GOOD TEACHING WITH edTPA RUBRICSGrowing into their Roles as TeachersLeading, Not SoloingViewing Themselves as TeachersRecognizing Beliefs About the Importance of EducationTheory into Practice: Action Research and Problem-Based Research ReviewBlending the edTPA into Our Teacher Preparation ProgramSupporting the Interns During the edTPA ProcessChanges to the ProgramEvidence of SuccessCODA:THE IMPORTANCE OF AN INQUIRY-BASED APPROACHHow Did Candidates Respond?TEAM ResultsedTPA ResultsTask 1 PlanningTask 2 InstructionTask 3 AssessmentedTPA Total Score and CutoffCandidates ReflectionsDiscussion Review Rising above the current discord and relentless cacophony associated with teacher evaluation nationwide, the authors of this text detail the elementary education teacher preparation program at one Tennessee university. Faculty at this university have orchestrated a program aligned with the state teacher evaluation system highlighting the significance of deep understanding, significant documentation, and insightful articulation. This text features the voices of teacher educators, teacher candidates, and classroom teachers contributing to the harmonious composition supporting the sustainability of professionals throughout their life-long careers. -- Nancy P. Gallavan, PhD, University of Central Arkansas, Professor of Teacher Education, Department of Teaching and Learning, 2013-2014 President, Association of Teacher Educations (ATE)If you are interested in the preparation of effective elementary school teachers then this new volume by Gilrane and Reardon should be on your reading list. They offer an interesting and entertaining account of teacher education enhanced by a wide range of reflections by the University of Tennessee teacher education candidates. Practical while scholarly, this book documents the complexity of teacher education as well as the joy creating effective teachers. -- Richard A. Allington, professor of education, University of TennesseeWhat Counts is an important book for teacher educators. As the field struggles with how to evaluate teachers and teacher candidates, this book focuses on preparing teachers for any evaluation system. It is about preparing teachers to plan and teach for deep understanding, and there is nothing more important than that. -- Ellen McIntyre, dean and professor, College of Education, University of North Carolina at Charlotte Long Description Teacher evaluation in the U.S. is in flux as states increase and intensify their attention to it to qualify for Race to the Top Funds, and as accountability for teacher quality becomes more focused. This book describes a successful approach to preservice teacher education that is designed to help prospective teachers develop the habits of mind for teaching for deeper understanding even as their lived experiences as novice teachers conspire to encourage them to study for the test of the next days evaluation rubric. Review Quote If you are interested in the preparation of effective elementary school teachers then this new volume by Gilrane and Reardon should be on your reading list. They offer an interesting and entertaining account of teacher education enhanced by a wide range of reflections by the University of Tennessee teacher education candidates. Practical while scholarly, this book documents the complexity of teacher education as well as the joy creating effective teachers. Description for Reader Teacher educators are now grappling with the issue of balance between helping candidates learn how to be effective teachers and preparing them to successfully complete a variety of high-stakes assessments. It is concerning when there are conversations at professional meetings about course syllabuses and even entire programs being organized around a set of rubrics for a particular evaluation scheme. It is crucial to prepare our teacher candidates to be effective in a constantly-changing professional life, and not simply to treat any particular rubric as if it were a script. Details ISBN1442234695 Publisher Rowman & Littlefield Year 2015 ISBN-10 1442234695 ISBN-13 9781442234697 Format Hardcover Author Kristin Rearden Subtitle Becoming a Teacher as We Race to the Top Place of Publication Lanham, MD Country of Publication United States DEWEY 371.1 Short Title WHAT COUNTS AS A GOOD JOB IN T Audience Age 20-22 Language English Media Book Pages 180 Imprint Rowman & Littlefield Publication Date 2015-06-18 UK Release Date 2015-06-18 NZ Release Date 2015-06-18 US Release Date 2015-06-18 Alternative 9781442234703 Audience Professional & Vocational AU Release Date 2015-06-14 We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! TheNile_Item_ID:94627578;

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