The Teacher Development Continuum in the United States and China Summary of a Workshop (2010) / Chapter Skim
Currently Skimming:
4 Teacher Preparation and the Roles of Master Teachers in the United States
4 Teacher Preparation and the Roles of Master Teachers in the United States
Pages 25-34
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 25... ...
Some of these routes lead toward positions that could be grouped under the heading of "master teacher," but these roles are extremely varied. TRAININg AND CERTIFICATION The one part of teachers' careers that does follow an established hierarchy, at least within each state or district, is initial certification, observed Yeping Li of Texas A&M University.
|
From page 26... ...
In addition, teachers in the United States can earn a variety of honors and awards offered by government at various levels, colleges and universities, foundations, and private-sector organizations. For example, several presenters at the workshop had received the Presidential Award for Excellence in Mathematics Teaching.
|
From page 27... ...
Possible factors are years of experience, leadership skills, extra credentials, and honors or awards. Typically, mathematics teachers in the United States start with their basic certificate and other credentials and then add other certifications, which may make them eligible to fill one of these roles.
|
From page 28... ...
I have to keep reminding myself of that." RECEIvINg AND PROvIDINg PROFESSIONAL DEvELOPMENT One of the major responsibilities of master teachers is to provide teachers with professional development, and several presenters at the workshop spoke about the kinds of professional development that teachers need to become master teachers and that master teachers in turn should provide to other teachers. An effective teacher, commented Cindy Bryant, who was a mathematics teacher in Missouri for 25 years, not only knows mathematical content but also knows "the strategies to use, when to use them, and which to use with particular students." Effective teachers "focus on instructional strategies, have a repertoire of strategies to use, know how to manage their classrooms well, and [consider]
|
From page 29... ...
In the United States, people tend to view mathematics as largely computational and fact driven. Therefore, "the first task of a master teacher is to help the teachers they are working with develop a balanced view of mathematics as a problem-solving and proving activity in which we use facts and computational techniques." Many teachers in the United States do not have enough background in mathematics to explain some of the concepts they teach, "which is perfectly understandable given our cultural understanding of the field of mathematics," mentioned Callahan.
|
From page 30... ...
You become motivated to seek additional information." CROSS-NATIONAL COMPARISONS There are commonalities in effective professional development in China and the United States, highlighted Susan Nickerson of San Diego State University. Good professional development combines mathematical content with information on effective instructional strategies.
|
From page 31... ...
When the money is gone, the professional development is over. So there is no consistency across professional development experiences offered to teachers." Despite the problems with professional development in the United States, differentiated roles, career ladders, induction programs, and more rigorous evaluation of teachers are "at the top of the federal, state, and local policy agendas," commented Liu.
|
From page 32... ...
Professional development is embedded in the daily life of the school. A national curriculum allows teachers more time for continuous im provement in lesson preparation.
|
From page 33... ...
The teaching profession does not have a clear hierarchy, though there is some movement toward creating differentiated roles for teachers. Master teachers often have to move outside of the classroom to a new position, to take on additional responsibilities.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.