Becoming A Middle School Or High School Teacher In Texas
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Becoming a Middle School Or High School Teacher in Texas by Janice L. Nath,Myrna Cohen Pdf
BECOMING A MIDDLE OR HIGH SCHOOL TEACHER IN TEXAS helps students master the competencies that will be tested on the new Pedagogy and Professsional Responsibilities (PPR) Texas Examination of Educator Standards (TExES), but it is more than just a test preparation guide: it provides a comprehensive introduction to the core topics that every Texas middle school and high school teacher must be familiar with, including adolescent development, how to meet the needs of a culturally-diverse population, planning, learning theory, technology, classroom management and assessment.
The Essential Career Guide to Becoming a Middle and High School Teacher by Robert W. Maloy,Irving Seidman Pdf
Throughout the country, a growing number of college students, recent college graduates, and mid-career adults are thinking about becoming teachers. Teaching in middle and high schools combines a lifelong pursuit of learning, a long-held dream of joining a field that they respect, a chance to work with young people, and an opportunity to make a difference in society. The Essential Career Guide to Becoming a Middle and High School Teacher offers a step-by-step guide to preparation, certification, and employment as a teacher. It provides guidance about issues and choices facing prospective educators, including making the decision to teach, assessing the differences between middle schools and high schools, identifying an excellent teacher education program, understanding alternative pathways to certification, taking state-mandated teacher tests, succeeding as a student teacher, and finding a first job in the profession. A complete state-by-state listing of programs, including current U.S. News & World Report Top Fifty rankings and certification requirements rounds out this valuable guide.
How to Be Successful in Your First Year of Teaching Middle School by Mary Ellen Griffith,Anne B. Kocsis Pdf
Middle school, the formative years in which students reach puberty and start the massive, life changing alterations that will determine who they are, is one of the hardest times for any new teacher to start their career. Problem students can become harder to deal with and those who are not prepared often don t make it through their first year without a little help. This book has been written to help every teacher who is dreading rather than looking forward to that first day in front of their new classes. This heavily researched, detailed book will help first-year middle school teachers learn how to deal with supplies, planning, parents, overcrowded classrooms, the requirements of the No Child Left Behind Act, piles of paperwork, money shortages due to budget cuts, negativity from pubescent students and other staff members, at-risk students, students who are capable but choose not to work, and special needs students. You will learn how to ask principals and administrators for help, how to memorize names quickly, how to create seating charts, how to write lesson plans, how to follow a daily routine, how to help struggling readers, how to gain respect, how to get a mentor, how to develop and implement a grading system, how to discipline students who feel they are more mature than they are, how to create assessments, how to find free things for teachers, and how to build your confidence. The most important thing of all, you will learn how to deal with the rapidly changing emotions and hormones of new teenagers and middle school age students. In addition, you will read about where to go for support, the reality of spending your own money on classroom supplies, mandated tests, technology solutions, and behavior management skills. We spent countless hours interviewing second year middle school teachers, as well as veteran teachers, and have gathered and presented their advice for how to deal with the first year in teaching at a middle school. With this book in hand, you will not only survive you will feel empowered to go on after your first year and become a powerful motivating force for scores of young people for years to come. Atlantic Publishing is a small, independent publishing company based in Ocala, Florida. Founded over twenty years ago in the company president's garage, Atlantic Publishing has grown to become a renowned resource for non-fiction books. Today, over 450 titles are in print covering subjects such as small business, healthy living, management, finance, careers, and real estate. Atlantic Publishing prides itself on producing award winning, high-quality manuals that give readers up-to-date, pertinent information, real-world examples, and case studies with expert advice. Every book has resources, contact information, and web sites of the products or companies discussed.
National Research Council,Division on Earth and Life Studies,Board on Chemical Sciences and Technology,Chemical Sciences Roundtable
Author : National Research Council,Division on Earth and Life Studies,Board on Chemical Sciences and Technology,Chemical Sciences Roundtable Publisher : National Academies Press Page : 70 pages File Size : 48,8 Mb Release : 2009-06-15 Category : Education ISBN : 9780309128599
Strengthening High School Chemistry Education Through Teacher Outreach Programs by National Research Council,Division on Earth and Life Studies,Board on Chemical Sciences and Technology,Chemical Sciences Roundtable Pdf
A strong chemical workforce in the United States will be essential to the ability to address many issues of societal concern in the future, including demand for renewable energy, more advanced materials, and more sophisticated pharmaceuticals. High school chemistry teachers have a critical role to play in engaging and supporting the chemical workforce of the future, but they must be sufficiently knowledgeable and skilled to produce the levels of scientific literacy that students need to succeed. To identify key leverage points for improving high school chemistry education, the National Academies' Chemical Sciences Roundtable held a public workshop, summarized in this volume, that brought together representatives from government, industry, academia, scientific societies, and foundations involved in outreach programs for high school chemistry teachers. Presentations at the workshop, which was held in August 2008, addressed the current status of high school chemistry education; provided examples of public and private outreach programs for high school chemistry teachers; and explored ways to evaluate the success of these outreach programs.
Criteria for Evaluating Junior High Schools by Texas Junior High School Criteria Study Pdf
A detailed, well-prepared program for evaluating the junior high school. Included are criteria for measuring areas such as facilities, equipment, staff, administration, core program, and curriculum. Criteria for each section are presented as consecutively numbered statements. Space is provided for additional criteria at the end of each section.
Educational Qualifications of Middle-Grade School Teachers by Mike F. Desiderio Pdf
Principals of middle-grade schools in port of entry communities along the Texas-Mexico border were surveyed to learn about the education and preparational experiences these principals believed novice teachers should have before coming to teach in their schools. Demographic data about themselves, teachers, students and middle-grade schools, along with suggestions for improving Texas teacher education programs were also obtained. Mexican Americans were the dominant ethnic group and culture in these schools for principals, teachers and students. Principals were mostly male, well educated, and certified for the position they held. Student populations ranged from 437--1,603 in rural, urban and suburban settings. Eighty-two percent of the student population participated in the Federal Free Lunch Program. Faculty populations in these schools ranged from 35--145. Student/Teacher ratios range from 8.8/1--18/1. Half the rural schools in this study have difficulty attracting all the properly certified teachers needed for their classrooms. Principals slightly preferred secondary certified over elementary certified teachers for middle-grade teaching positions. Combined responses from principals revealed that knowledge centered around middle school themes was at least as important for pre-service teachers as their knowledge of pedagogy. The majority of responding principals ranked the following coursework and experiences as "essential" or "very important" for pre-service teachers: student teaching in the middle-grades, appropriate teaching methods for pre- and young adolescents, pre-student teaching field experiences in the middle-grades, developmental characteristics and needs of pre- and young adolescents, and curriculum and organization in middle-grades. Other coursework and experiences ranked by the majority of principals as "important" are: dealing with the culture of poverty, dealing with the Latino culture, and ESL certification. The compiled responses from data revealed responding principals believe Texas teacher education programs are adequately preparing pre-service teachers. However, more emphasis should be placed on: middle-grade teaching skills and concepts, classroom management and discipline, curriculum and instruction, and communication with parents, staff, and community. Pre-service teachers need more information about working with students and parents living in poverty. Responding principals would also like pre-service teachers to have greater exposure to middle-grade classrooms through additional observation experiences and student teaching.
Journalism Kids Do Better by Jack Dvorak,Larry Lain,Tom Dickson Pdf
Designed for and by high school journalism educators, this book provides practical information for secondary school teachers and media advisers so that they can solve the problems they confront daily and learn and grow in their jobs. Chapters in the book are: (1) What Are We Doing Here, Anyway?; (2) Grades, ACT Tests, Attitudes, and Involvement; (3) Advanced Placement; (4) Journalism Programs Involve Almost a Million Kids and Teachers; (5) Teachers Make It Work, But How? Certification, Satisfaction, Professional Life; (6) Who Pays the Piper? Sources of Newspaper Budgets; (7) Who Calls the Tune? Linking Budget Sources and Free Expression; (8) The Rugged Road to Scholastic Press Freedom; (9) "Hazelwood": The Supreme Court Sets Up a Detour; (10) Scholastic Press Freedom in the '90s: How Advisers and Students Are Coping with "Hazelwood"; and "Concluding Thoughts: We Don't Just Make It Up as We Go Along." An 80-page bibliography classified by subject and arranged in reverse chronological order is attached. Entries in the bibliography present ERIC accession numbers and annotations where available. (RS)
Becoming Teachers of Inner-city Students by James C. Jupp Pdf
Becoming Teachers of Inner-city Students takes on the continuing challenges of White teachers in increasingly de facto re-segregated schools of the present. Drawing on the author’s eighteen years of experience as a classroom teacher and his research on White teachers of inner-city students, Becoming Teachers provides key discussions on professional identity for preservice teachers, professional educators, and researchers interested in diversity education or urban education. Driving at complex recognitions of race, class, culture, language, and gender as a basis for teaching and learning with diverse urban students, the author’s and other White teachers’ life and teaching stories move beyond prescriptive models of professional identity for preservice and professional teachers to “follow.” Instead, life and teaching stories in Becoming Teachers demonstrate again and again that in teaching the personal is political, professional knowledges are forged in practice, and – overall – that becoming a professional teacher is a process that draws on one’s experiences and inner-most convictions. Becoming Teachers, updating Vivian Paley’s White Teacher and reworking Christine Sleeter’s multicultural research on White teachers’ race-evasive identities, moves discussions on White teacher identity toward a second wave of race-visible professional identity for White teachers in the present. James Jupp’s book is an instruction on how to keep the democratic educational experiment on the workbench... – Roger Slee, Professor and Director of the Victoria Institute for Education, Diversity, and Life Long Learning at Victoria University, Melbourne James Jupp thoughtfully explicates the complexity of the social justice literature in education related to race, class, culture, language, gender and other differences in classrooms. Jupp is one of the leading scholars in education who challenges static notions of difference and opens up new curriculum spaces for a second wave of critical race work. Challenging the field to consider more nuanced possibilities that will advance social justice in the present, Jupp provides generous readings for new intercultural alliances. Jupp’s Becoming Teachers of Inner-city Students offers a fresh understanding for those who are looking for new ways to understand teachers’ lives and professional identities. – Patrick Slattery, Professor of Curriculum, Texas A&M University Jupp does the hard work, here, of understanding where we have been in conceptualizing the racial identities of White teachers. And then he does something harder. With abundant intelligence, courage, and generosity, Jupp opens up new pathways for our thinking and feeling and action. Read this book. – Timothy Lensmire, Associate Professor of Curriculum & Instruction, University of Minnesota
Reinventing the Middle School by Thomas S. Dickinson Pdf
Many contemporary American middle schools are stuck in a state of "arrested development," failing to implement the original concept of middle schools to a varying, though equally corruptive degrees. The individual chapters of the book outline in detail how to counter this dangerous trend, offering guidance to those who seek immediate, significant, internal reforms before we lose the unique value of middle schools for our nation's adolescents.
Lessons of the Pandemic by David T. Marshall,Tim Pressley Pdf
The impacts of the COVID-19 pandemic on K–12 education have been pervasive and profound. This engaging book concisely outlines the current crisis in schools in the core areas of student learning, student and teacher mental health, and teacher burnout. Synthesizing original research, David T. Marshall and Tim Pressley offer in-depth descriptions of the disruptions caused by prolonged school closures and remote instruction. They also identify some positive changes, such as increased use of online resources and technology, flexible work models, and greater attention to social and emotional learning. Sharing key findings, concrete examples, and teachers’ own voices about what they need to succeed, the book provides clear recommendations for moving schools forward effectively and sustainably.
Occupational Outlook Handbook, 2009 by U.S. Department of Labor Pdf
A directory for up-and-coming jobs in the near-future employment market includes recommendations for finding or advancing a career and draws on statistics from the U.S. Department of Labor, in a guide that includes coverage of more than 250 occupations. Original.
