Teaching as a Profession Characteristics

1. CHAPTER 5
TEACHING: A PROFESSIONAL
COMMITMENT
ESSENTIAL QUESTION(S):
• WHAT QUALIFICATIONS
DOES A GOOD TEACHER
POSSESS?
• WHAT IS A PROFESSIONAL
CODE OF ETHICS? WHY
SHOULD TEACHERS HAVE
ONE?
• WHAT DOES IT MEAN TO BE
A MEMBER OF THE
TEACHING PROFESSION?
• HOW CAN TEACHERS BE
CULTURALLY COMPETENT?
VOCABULARY
• ANTI-BIAS
• CODE OF ETHICS
• COMPETENCY-BASED
ASSESSMENT
• CONTINUING EDUCATION
• EMOTIONAL FRAMEWORK
• FEEDBACK LOOP
• PERFORMANCE-BASED
ASSESSMENT
• PROFESSIONAL DEVELOPMENT
• SELF-AWARENESS

2. BELL RINGER
5-MINUTE ACTIVITY
1. DRAW A PICTURE OF THE FIRST CLASSROOM YOU
REMEMBER.
2. PLACE FURNITURE IN IT AND NOTE
1. WHERE YOUR FRIENDS SAT,
2. WHERE YOU SAT,
3. AND WHERE THE TEACHER SAT.
3. DOWN ONE SIDE OF THE PAPER WRITE ONE-WORD
DESCRIPTIONS OF WHAT YOU FELT WHEN YOU WERE IN
THAT CLASSROOM.
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3. DEFINE AND DISCUSS
• TEACHING – THE DAILY ACTS OF CREATION THAT ARE BUILT
FROM THE TEACHER’S OWN REPERTOIRE OF SKILLS,
KNOWLEDGE, AND TRAINING, ADDED TO WHAT HE OR SHE
OBSERVES ABOUT CHILDREN AND HIS OR HER INTERACTIONS
WITH THEIR FAMILIES.
• CLASS DISCUSSION (3 MINUTES)
• WHAT ARE THE THINGS A TEACHER DOES WITH CHILDREN?
• WHAT ARE THE THINGS A TEACHER DOES AFTER THE CHILDREN
GO HOME?
• HOW DOES THE TEACHER INTERACT WITH OTHER ADULTS IN THE
EARLY CHILDHOOD SETTING?
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4. SIX STANDARDS FOR EARLY
CHILDHOOD PREPARATION
• DEVELOPED BY NAEYC
• PROMOTE CHILD DEVELOPMENT AND LEARNING
• BUILD FAMILY AND COMMUNITY RELATIONSHIPS
• OBSERVE, DOCUMENT AND ASSESS
• USE DEVELOPMENTALLY EFFECTIVE APPROACHES TO
CONNECT WITH CHILDREN AND FAMILIES
• USE CONTENT KNOWLEDGE TO BUILD MEANINGFUL
CURRICULUM
• BECOME A PROFESSIONAL
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5. ESSENTIAL ATTRIBUTES OF
PROFESSIONALISM
• KNOWLEDGE AND
SKILLS
• ABIDING BY A CODE OF
ETHICS
• CONTINUING
EDUCATION AND
PROFESSIONAL
DEVELOPMENT
• PROFESSIONAL
AFFILIATIONS
• KNOWLEDGE OF CAREER
OPTIONS
• CULTURAL
COMPETENCY
• ADVOCACY
• BECOMING A WHOLE
TEACHER
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6. KNOWLEDGE AND SKILLS
• STUDYING CHILD DEVELOPMENT, FAMILY
RELATIONS, PARENT EDUCATION, AND
CURRICULUM PLANNING
• PROGRESSION ALONG A CONTINUUM OF
DEVELOPMENT
• STATE REGULATIONS MAY PROVIDE FOR
PROFESSIONALISM OF EARLY CHILDHOOD
TEACHERS
• A CAREER LATTICE: REGULATIONS FOR EACH
LEVEL
• CAREER LADDER: ROLES OF EACH LEVEL
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7. UNDERSTANDING THE TEACHER’S
ROLE
• IN THE CLASSROOM
• INTERACTING WITH
CHILDREN
• MANAGING THE
CLASSROOM
• SETTING THE TONE
• PLANNING AND
EVALUATING CURRICULA
• OUTSIDE THE CLASSROOM
• KEEPING RECORDS
• ATTENDING MEETING
• ORGANIZING AND
COLLECTING MATERIALS
• KEEPING IN CONTACT WITH
FAMILIES
• WORKING WITH FAMILIES
ON PROJECTS
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8. TEAM TEACHING : A
COLLABORATIVE EFFORT
• THE TEAM APPROACH
• OTHER TEACHERS, AIDES, AND STUDENT
TEACHERS
• VOLUNTEERS
• PROGRAM DIRECTORS AND ADMINISTRATORS
• SCHOOL SUPPORT PERSONNEL
• FAMILIES
• CONSULTANTS AND SPECIALISTS
• TEAM COMPOSITION
• ROLE DEFINITION AND SATISFACTION
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9. TEAM TEACHING (CONT.)
• FLEXIBILITY
• OPEN AND FREQUENT
COMMUNICATION
• TO SHARE INFORMATION
• TO CONTRIBUTE NEW IDEAS
• TO SOLVE PROBLEMS
• SELF-AWARENESS, WHO AM
I?
• MUTUAL RESPECT AND
ACCEPTANCE
• COLLEGIALITY
• CAN I OFFER HELP?
• A WILLINGNESS TO SHARE
THE SPOTLIGHT
• ACCEPT EVALUATIONS
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10. ADVANTAGES OF TEAM
TEACHING
• VARIETY OF ADULT ROLE MODELS
• SUPPORT FOR CHILDREN
• COLLEGIALITY
• LIGHTENED WORKLOAD
• ENRICHED PROGRAM
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11. CHALLENGES
• COMMUNICATION PROBLEMS AND CONFLICTS
• ADVOCATE FOR THE CHILDREN IN YOUR CARE
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12. CULTURAL COMPETENCY
• MUST BE AWARE OF
CHANGING DIVERSITY ISSUES
• REQUIRES PLURALISTIC
MINDSET
• ABILITY TO COMMUNICATE
ACROSS CULTURES
• EDUCATE PUBLIC ON ISSUES
RELATING TO YOUNG
CHILDREN
• CALL ATTENTION TO THE
MORAL AND SOCIAL
RESPONSIBILITY NATION HAS
TO ITS YOUNG
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13. PERSONAL QUALITIES OF EARLY CHILDHOOD
EDUCATORS
COMPASSION, DEDICATION, INSIGHT
• SELF-AWARENESS
• WHO, WHAT, AND WHY I AM?
• SELF-ACCEPTANCE
• SELF-KNOWLEDGE
• ATTITUDES AND BIASES
• AVOID PREJUDICES—PERSONAL BELIEFS ON RACE,
CULTURE, GENDER, ABILITIES, AND ECONOMIC
STATUS
• ANTI-BIAS CURRICULUM ACCEPTS THAT ALL
CHILDREN ARE BORN EQUAL AND WORTHY OF
RESPECT
• TEACHER MUST CONFRONT OWN ANXIETIES AND
ACCEPT AND ENRICH OPPORTUNITIES FOR ALL
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14. PROFESSIONAL DEVELOPMENT
AND CONTINUING EDUCATION
• IN-SERVICE TRAINING
PROGRAMS
• WORKSHOPS, SEMINARS
• SHARING INFORMATION
AND NEW TECHNIQUES
AMONG STAFF
• RESOURCE SPECIALIST TO
HELP AND ASSIST
• PARENTS WHO ARE
PROFESSIONALS SHARE
THEIR KNOWLEDGE
• LIBRARY RESOURCES AND
FILMS, BOOKS, VIDEOS
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15. THE TEACHER AS A
PROFESSIONAL
• PROFESSIONAL AFFILIATION
• NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG
CHILDREN (NAEYC)
• ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL
(ACEI)
• SOCIETY FOR RESEARCH IN CHILD DEVELOPMENT (SRCD) AND
OTHERS
• KNOWLEDGE OF CAREER OPTIONS
• SEE CAREER OPTIONS FIGURE 5-5
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16. WHO ARE THE TEACHERS OF
THE YOUNG CHILD?
• ONE CAN TEACH IN DIFFERENT SETTINGS
• HAVE VARIED EDUCATIONAL BACKGROUNDS
• SHARE COMMON EXPERIENCES
• PLAN, OBSERVE, LISTEN, HELP, LEARN, PLAY, CONSOLE,
DISCIPLINE, CONFER, COMFORT, AND TEACH YOUNG
CHILDREN
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17. ADVOCACY
• MAKE A PERSONAL COMMITMENT TO ADVOCACY
• KEEP INFORMED ABOUT LEGISLATIVE ISSUES
• KNOW THE PROCESS, HOW TO ACCESS IT AND EXPRESS
YOUR VIEWS
• BE VISIBLE IN YOUR SUPPORT
• BUILD RAPPORT AND TRUST
• EDUCATE LEGISLATORS
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18. ETHICAL CODE OF CONDUCT
• DOING WHAT IS RIGHT IS DIFFICULT AT TIMES
• MORAL DILEMMAS OCCUR OFTEN
• NAEYC’S CODE OF ETHICAL CONDUCT
• PROVIDES WISDOM AND ADVICE FROM BROAD BASE IN THE
PROFESSION
• PROVIDES TEACHERS WITH A CORE OF PROFESSIONAL VALUES
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19. CORE VALUES FROM THE
ETHICAL CODE OF CONDUCT
• APPRECIATE CHILDHOOD AS A UNIQUE AND
VALUABLE STAGE
• BASE OUR WORK ON KNOWLEDGE OF CHILD
DEVELOPMENT
• APPRECIATE AND SUPPORT CLOSE TIES BETWEEN
CHILD AND FAMILY
• RECOGNIZE CHILDREN WITHIN CONTEXT OF FAMILY,
CULTURE, COMMUNITY
• RESPECT DIGNITY, WORTH, AND UNIQUENESS OF
EACH INDIVIDUAL
• HELP CHILDREN AND ADULTS ACHIEVE THEIR FULL
POTENTIAL
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20. TEACHER ASSESSMENT:
A KEY TO QUALITY
• TEACHERS ARE THE SINGLE MOST IMPORTANT FACTOR IN
DETERMINING PROGRAM QUALITY
• TEACHERS SELF ASSESS TO GUIDE THEM TO MORE
EFFECTIVE TEACHING
• TEACHERS SET AND ACHIEVE GOALS
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21. TYPES OF ASSESSMENTS
• SELF-EVALUATION
• SUPERVISORY EVALUATION
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22. CULTURAL AWARENESS AND
SENSITIVITY
• TIME SENSE
• SPACE
• VERBAL AND NONVERBAL COMMUNICATION
• VALUES
• CONCEPTS OF AUTHORITY
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23. QUESTIONS????
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