Chapter Summary

  • Chapter Summary
    • This chapter introduced you to teaching and professional teaching standards. The main points associ­ated with specific objectives were as follows:
    • Learning Objective 1: Describe some of the historical changes and major theoretical influences that have helped shape American education.
      • First law intended to meet educational needs of children passed in 1642 in Massachusetts.
      • Boston grammar schools were forerunners of secondary schools.
      • Middle school movement began in 1950s.
      • Schools will continue to change, but most likely will be community based.
    • Learning Objective 2: Define teaching and explain the concept of teaching as an art and a science.
      • Moore defines teaching as “the actions of someone who is trying to assist others to reach their fullest potential in all aspects of development.”
      • Some educators argue that effective teachers are born and not made, whereas others argue that effective teaching can be taught.
      • Most educators now believe that there is a scientific basis for the art of teaching.
    • Learning Objective 3: Describe the characteristics and skills associated with effective teaching and reflective teaching as well as the constructivist approach to learning.
      • Effective teaching is an art as well as a science.
      • Decision making is one of the most important skills of effective teaching.
      • Constructivism focuses on actively involving students in their own learning. Students con­struct their own meanings.
      • Teaching requires a repertoire of skills and the ability to put these skills to use.
      • Effectiveness depends on the subject, students, and environmental conditions.
      • Danielson (2007) suggests four skill areas needed for effective teaching: quality planning and preparation, preparation of a positive classroom environment, use of proven instruc­tional techniques, and professional behavior.
      • The Educational Testing Service (ETS) developed the Praxis Series to assist state education agencies in making licensing decisions.
      • The educational Teacher Preparation Assessment (edTPA) may soon replace the Praxis II in many states.
    • Learning Objective 4: Explain the purposes of accreditation agencies and analyze the benefits of accreditation for various constituencies.
      • Accreditation agencies ensure that established standards are met.
      • Accreditation agencies ensure that we are meeting the educational needs of all students.
      • The Council for Accreditation of Educator Preparation (CAEP) will be the sole national accreditor for educator preparation in the United States.
      • The goal is to have a fully qualified teacher in every classroom.
    • Learning Objective 5: Explain the purpose of the state licensure/certification process.
      • Licensure regulations vary a great deal among states.
      • Licensing ensures the quality of our teaching force.
      • There is presently a wide movement toward alternative teacher certification.
    • Learning Objective 6: Give an overview of students’ and teachers’ major rights and related court litigation.
      • Students and teachers do not lose their rights when they enter the schoolhouse door. They are protected under state and federal law.