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Course Description
As Education moves into the 21st century, teachers at all levels in Education have been and are taking on roles which were only a minimal part or no part of their knowledge base. These roles encompass those of social advocate, counsellor, manager of the classroom, cultural coordinator, and action researcher. Other roles which teachers are assuming which cross from the classroom into the larger social community are those of political activist, supporter of approaching educational reforms, and above all, professional continuing their own development through new experiences, interaction with others, and education. In this one credit module you will examine a number of these roles and reflect upon their importance to and impact upon your personal life, the life roles you wish to or are pushed to assume, and how you feel about them.
Facilitating this examination will be access to multi-media resources which will aid you in your reflection and your learning experience. You will have the opportunity to integrate this information into your own knowledge base, and make application to your practicum. A Capstone project utilizing what you have learned, as well as usage of mastery application skills for your practicum serve as the culmination of this learning experience.
Course Content
- Collaborating with parents, colleagues, and members of the community to provide internal and external assistance to students and their families if needed to promote student learning.
- Meeting work schedule demands.
- Awareness of, and acting in accordance with, school policies and practices.
- Respectfulness of cultural patterns and expectations that operate within a school.
- Interacting constructively with colleagues, administrators, supervisors, and educational assistants and parent.
- Performing advisory functions for students in formal and informal settings.
- Functioning as a member of an interdisciplinary term to achieve long-term curriculum goals, and State and district standards.
- Exhibiting energy, drive and determination to make one's school and classroom the best possible environment for teaching and learning.
- Exhibiting energy and drive and determination to become a professional educator.
- Public Laws 64-347 (Smith-Hughes Act of 1917); (Vocational Education Act of 1963), P.L. 101-392 (Carl D. Perkins), 97-300 (JTPA), 102-367 (Job Training Reform Amendments of 1992), 103-239 (School-to-Work Opportunity Act of 1994).
Capstone Activity
This module has focussed on CHANGE; whether it's legal, educational, or organizational. But most of all it has focussed on your role as a part of that change. Any type of change, even change for the "better" involves:
- conflict, internal and external
- historical practices
- personal efficacy
- community involvement
- professional re-alignment
- stress; personal & professional
Select three of these six areas, and elaborate on your position relative to change in the educational system or in your practicum; looking at the change from both perspectives; positive and negative, and what might be your role in it. You may use several of a number of resources to examine the subject of Teacher roles: their changing character. Thinking from your personal as well as your professional perspective, what do you think about the "changes" which are occurring in education generally and in your practicum specifically? Do you think they are inevitable? Necessary? Productive or destructive?
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Professional Technical Education