Read Secrets for Secondary School Teachers Online
Authors: Ellen Kottler,Jeffrey A. Kottler,Cary J. Kottler
In 1987, the National Board for Professional Teaching Standards was created to establish standards identifying what teachers should know and be able to do. It provides a voluntary system for certifying teachers who meet rigorous standards. Following demonstration of five core propositions, teachers receive National Board Certification that is valid for 10 years and is renewable in one of 24 certificate fields, based on student developmental level(s) and the subject(s) being taught, with more being developed all the time.
As of this writing, there are 23,937 teachers holding National Board Certification across the 50 states, the District of Columbia, and overseas. During 2002–2003, an additional 15,000 teachers applied for this advanced certification. The application process takes place over the course of one school year. Teachers demonstrate their knowledge and skills through performance-based assessments that include a teaching portfolio, videotapes, student work samples, and analysis of the candidate’s teaching and student learning. Timed written exercises call for the demonstration of subject area knowledge and how to teach.
In order to qualify, you must have a B.A., a minimum of three years’ teaching experience in either public or private school, and a valid state teaching license for those three years. The fee for National Board Certification is $2300. The National Board Scholarship Program was created to make sure that all teachers who want to become candidates for National Board Certification have that opportunity. The resulting certification complements your professional license. In recognition of this accomplishment, many states are offering bonuses of $5,000 for each year a teacher holds a National Board Certification.
R
EFLECT ON
Y
OUR
F
UTURE
Do you see yourself staying in the same position in the same school for most of your career? Are there other positions you have in mind, such as coach, administrator, counselor, or school psychologist? Will you sponsor a new club or coach a different sport? Will you turn to another area of education, curriculum development, or administration? Will you share your expertise with others as presenters at conferences? Will you write articles for a professional journal? Are you interested in research? Will you teach at a local university?
Do you want to teach abroad for a period of time? If so, there are a number of opportunities for exchanges, teaching in American schools abroad, and brief sojourns organized by various organizations.
L
OOK FOR
C
HANGE
Teachers who thrive in the profession are those who keep themselves fresh and energized. They keep abreast of developments in their fields. They are constantly tinkering with their methods. They make changes in the ways they operate. They seek new ways to reach children more effectively.
One way to avoid boredom, burnout, and cynicism is to look for changes you can make in what you teach, how you teach, and where you teach. You can change grade levels or specialties. You can go back to school to change the focus of your work. You can team teach with others so you can learn about alternative strategies and styles. You can switch teaching assignments or schools. Or you can do it a more difficult way: You can stay in the same position but make significant changes in the ways you do it.
In spite of all the specific suggestions we have made and how hungry you are for even more detailed advice, there is a bigger picture to think about. Don’t sweat the small stuff. Your main priority during your first year of teaching is to successfully complete it with your sanity, health, and enthusiasm
intact, taking pride in what you have accomplished. Without that, you won’t have a second year or a third.
The best teachers you ever had were able to convince you, on a primary level, that you had something important to offer others. That is your real job—to find the best that children have to offer and help them to discover this potential for themselves.
Resources for Further Reading
Arnold, H. (2001).
Succeeding in the secondary classroom: Strategies for middle and high school teachers.
Thousand Oaks, CA: Corwin.
Bevel, P. S., & Jordan, M. M. (2003).
Rethinking classroom management: Strategies for prevention, intervention, and problem solving.
Thousand Oaks, CA: Corwin.
Cattani, D. H. (2002).
A classroom of her own: How new teachers develop instructional, professional, and cultural competence.
Thousand Oaks, CA: Corwin.
Emmer, E. T., Everston, C. M., & Worsham, M. E. (2003).
Classroom management for secondary teachers.
Upper Saddle River, NJ: Pearson Education.
Guillaume, A. M. (2000).
Classroom teaching: A primer for new professionals.
Thousand Oaks, CA: Corwin.
Kottler, E., & Kottler, J. (2002).
Children with limited English: Teaching strategies for the regular classroom.
Thousand Oaks, CA: Corwin.
Kottler, J., & Kottler, E. (2000).
Counseling skills for teachers.
Thousand Oaks, CA: Corwin.
Kronowitz, E. L. (1999).
Your first year of teaching and beyond.
Menlo Park, CA: Longman.
Oosterhof, A. (2003).
Developing and using classroom assessments.
Upper Saddle River, NJ: Pearson Education.
Maing, M. L., & Bucher, K. T. (2003).
Classroom management: Models, applications, and cases.
Upper Saddle River, NJ: Pearson Education.
Marzano, R. (2003).
What works in schools: Translating research into action.
Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R., Pickering, D. J., & Pollack, J. E. (2001).
Classroom instruction that works: Research-based strategies for increasing student achievement.
Alexandria, VA: Association for Supervision and Curriculum Development.
Nielson, L. B. (2002).
Brief Reference of student disabilities . . . with strategies for the classroom.
Thousand Oaks, CA: Corwin.
Pelletier, C. M. (2000).
Strategies for successful student teaching:
A comprehensive guide.
Needham Heights: MA: Allyn & Bacon.
Price, K. M., & Nelson, K. L. (2003).
Daily planning for today’s classroom: A guide for writing lesson & activity plans.
Belmont, CA: Wadsworth/Thomson Learning.
Spinelli, C. G. (2002).
Classroom assessment for students with special needs in inclusive settings.
Upper Saddle River, NJ: Pearson Education.
Wiggins, G., & McTighe, J. (1998).
Understanding by design.
Alexandria, VA: Association for Supervision and Curriculum Development.
Index
Active listening,
108
tips,
108
-
112
advantages,
149
Activity eligibility forms,
86
ADHD, students with,
xiv
,
136
-
137
dealing with,
137
After-school release
programs,
10
Alumni traditions,
154
teaching strategies,
36
Anticipatory set,
70
aligning with standards/objectives,
65
alternative,
xiii
,
66
-
67
English-language learners,
66
special-needs students,
66
traditional,
xiii
See also specific types of assessment;
Formative assessment; Summative assessment; Tests, written
Assessments, developing,
xiii
.
See also specific types of assessment
; Assessment
Assignments, length of,
81
Assistant principal,
158
Athletic eligibility forms,
86
Attendance:
daily rosters,
77
,
86
paperwork,
77
-
78
policies,
4
unique ways to take,
78
Attendance book,
77
Attention, getting students’,
48
Attention deficit disordered
students,
xiv
,
34
,
136
-
137
dealing with,
137
See also
ADHD, students with
teaching strategies,
36
“Bellringer” activity,
70
Bloom’s Taxonomy of Thinking Skills,
63
Body language, student,
32
attitude/values,
98
-
99
being dramatic,
95
capturing/maintaining interest,
93
-
98
challenging students to participate,
94
“change-of-pace” activity,
96
decorating classroom,
95
element of surprise,
98
games,
96
-
97
guest speakers,
97
high energy,
99
illustrating subjects,
95
inquiry method,
95
instigating questions,
95
integrating with other disciplines,
96
laughter,
99
new teaching methods,
93
pen pals,
97
rewards,
98
spontaneity,
99
suggestions,
94
-
98
thought-provoking quotes,
95
-
96
using Internet,
98
using multiple resources,
97
-
98
variability,
99
Building orientation,
7
functions,
20
inventorying,
15