NEA President, Education Secretary Talk School Reform

NEA President, Education Secretary Talk School Reform

Greetings Apprentice Teachers!

Grab a cup of beverage, two or three peers...find a place to unwind and talk during Saturday's Goodshop.

Remember using technology that plays your results forward enters your team in the weekly drawing for complementary dinner at The Columbia Club with Dr. Renard.

The PROMTS below follow in sets of three:

So what is it about perceptions of "a teacher's work" that differentiate between Lead/Master/Professing Teachers (category #1 )and Novice Teacher (category # 2) ? (Define Novice)

And let's clarify "work" perceptions that differentiate between Lead/Master/Professing Teachers and Underprepared Teachers? (Define Underprepared)

Suppose we identify "work" perceptions that differentiate between Lead/Master/Professing Teachers and Poorly Performing Teachers? (Define Poorly Performing)

How might we differentiate between Novice Teachers and Underprepared Teachers?

Are all ineffective teachers actually poorly performing, or simply underprepared in one or more ways?

Are some teachers ineffective because they are simply ill-suited to the nature of classroom teacher's work?

Do we know how "ill-suited" teachers matriculated through years of coursework, student taught/graduated, then were interviewed/employed by school districts?

Are we clear yet how ill-suited teachers actually "slip through the cracks" at each of these three successive stages?

How quickly do ill-suited teachers remove themselves from teaching? How do others remain? How does a typically tradtional school culture of isolation contribute?

Are some teachers ineffective because they are teaching in the complex system of a classroom -but would do well with small groups? - even shine in a certification area that draws on specific talents?

What proportion of Lead/Master/Professing Teachers (when they were 1st, 2nd, 3rd year novices) recall consciously behaving from the similarly rich framework that currently guides their "work"?

How did/do Lead/Master/Professing Teachers define the nature of their "work" early in careers? after five years? after ten years? after twenty? after thirty? then forty? even fifty?

Remember teachers may graduate to Lead role only after ten years, Master role only after twenty years, Professing role only after thirty years of performance (Reference: TeacherJourneyRubric.)

Which five different sources of data review (e.g. teacher interview, peer interviews, action observations, social history, PD Plan, academic background, personality profile, school records, professional references) do your Lead/Master/Professing Teachers identify as crucial when
predicting assignment success? 
evaluating professional status? 
designing a growth plan?
(Provide key details underlying choices in these three arenas.)

Dr. Rene Renard, Grand Council Professor of Career Development

Grand Council Summary

12/7/10 @ The Columbia Club

Manhattan