COOPERATIVE EDUCATION: REFLECTIVE PRACTICE IN THE TEACHING PROFESSION

1. COOPERATIVE EDUCATION: REFLECTIVE PRACTICE IN THE TEACHING PROFESSION Session 7

2. Housekeeping • Syllabus questions • In-processes • Last E-portfolio date – 5/4 • Internship sites • PRIM for next time • 3 stories • ELA test prep • Returning after break • Class play

3. Agenda • Present/discuss eportfolio expectations. • Present/discuss UFT and unions in general. • Watch/discuss current “good teacher” issues • Share in-process reports. • Explore websites and salary schedule • UFT Q&A

4. ePortfolio Expectations Educational PhilosophyStatement: If there is time, have students update/revise the statement that was posted in the Level I seminar.Review the attached PowerPoint presentation for more information, if needed. Coursework: Review the attached PowerPoint presentation for more information if needed. Education Seminars: According to the syllabus, students should be working on an assignment describing the educational setting of their internships already. However, if you need clarification, please see the attachment “Education ePortfolio Prompts” under the heading “Education Seminars” and the attached PowerPoint presentation for more information, if needed. Educational Settings: According to the syllabus, students should have completed or be completing an assignment describing the educational setting of their internships already. However, if you need clarification, please see the attachment “Education ePortfolio Prompts” under the heading “Educational Settings” and the attached PowerPoint presentation for more information, if needed. Professional Standards: This is a relatively new assignment. Please see the attachments “NCATE.STANDARD.3” and “NCATE.STANDARD.4” for information about the NCATE standards and sample prompts/questions to raise for student assignments. Also view the PowerPoint presentation. Professional Development Plan: This is also a new assignment. Please see the attached PowerPoint Presentation for a sample plan.

5. Education ePortfolio

6. General Comments • Pictures • Use images that are reflective of what is written in; appropriate to the category • DO NOT use pictures of actual classrooms or students • Font • Choose font types and colors that are easy to read; do not use all caps • Names • DO NOT use the names of students or mentor teachers 6

7. Introduction Section • Picture Selection • Professional Pictures • No Facebook or Model Headshots • Format • Narrative • Content • This section should indicate your broad goals, resume, and a brief description of portfolio contents 7

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10. Coursework Section • Format • See student samples • Content • A brief paragraph indicating what the courses selected represent, and their relevance to teaching and working with students in the classroom • Your selection should demonstrate that you thought careful about the selection of artifacts • Paper or other artifact must accompany each course listed 10

11. Sample A Sample B 11

12. Education Seminar Section • Format • Narrative • Content • This section should be reflective • Focused on the role of, and work done by teacher • You may attach work from the seminar in this section (e.g. classroom analysis, observations, minilesson plan, journals, and teacher interviews) 12

13. Seminar Section Prompts How did the seminar help you in understanding your role as a teacher? How did the seminar impact your learning, or help you to make connections between what you learned from observing your mentor teacher and what you learned in the seminar? How did the combined experience of the seminar and the internship influence your understanding of teaching as a career? What did the seminar teach you about skills, e.g. classroom management, that you would need as a teacher? How did the discussion in the seminar inform your knowledge of teaching and the methods teachers use? 13

14. Educational Settings Section • Format • Narrative Only • Content • Describe school setting, i.e. demographics, school composition, programs at school, goals of the school; the description show conjure up a mental picture for the reader • For each internship: a description of the classroom 14

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16. Sample A Sample B 16

17. Education Philosophy Statement • Format • Narrative Only • Content • The statement must demonstrate an understanding of at least one major Education Philosophy and well as how that Philosophy influences your view of Education • Length • To be discussed and decided in the seminar 17

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20. Professional Development Plan • Format • Narrative or bullet point • Content • The plan should show that you have thought about what it takes to become a teacher • What your specific goals, e.g. teaching, specializing, counseling, administrative, are within Education? • This section should reflect that you understand what the education and certification procedures entail • It should also include one sort paragraph addressing the skills that you will need to work on (any areas of personal improvement needed to achieve goals) 20

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22. Professional Standards • Format • Narrative • Content • Description of how your academic courses (education, liberal arts, and fieldwork courses) help you to address Standards • A description of how you have met each Standard. You need to be specific and connect what you did and what you learned to a specific Standard 22

23. NCATE Standard 4 - Diversity FOCUS QUESTIONS How did your internship expose you to teaching and working with a diverse population of students? How do you think the opportunities to observe and interact with diverse populations develop your pedagogical knowledge, skills, and professional dispositions? Reflecting on your internship in a classroom with diverse students, think about how this experience has influenced the way you feel about your ability to help all students to learn. 23

24. NCATE Standard 3 – Field Experiences FOCUS QUESTIONS Based on observations of your mentor teacher(s) interacting with students, students’ families, and school administrators, reflect on how these experiences enhanced the development of your knowledge, skills, and professional dispositions necessary to help all students learn, including students with exceptionalities and students from diverse background. How have the interactions with faculty and peers in your seminar(s) enabled you to reflect on and make connections between the observations made during your internships and courses taken at La Guardia Community College? Have your internships influenced or impacted your professional dispositions? 24

25. The UFT Labor union that represents 74,000 teachers, 17,000 paraprofessionals and others. Michael Mulgrew, President. http://www.uft.org - website Part of the greater American Federation of Teachers (AFT) What you already know . . .

26. Instructions for Teachers, September 1872 Teachers will fill lamps, clean chimneys and trim wicks daily. Each teacher will bring a scuttle of coal and a bucket of water for the day’s use. Men teachers may take one evening each week for courting purposes or two evenings a week if they go to church regularly After ten hours of school, the teacher should spend the remaining time reading the Bible or other good books. Women teachers who marry or engage in other unseemly conduct will be dismissed. Every teacher should lay aside from his pay a goodly sum for his declining years so that he will not become a burden on society. Any teacher who smokes, uses liquor in any form, frequents a pool hall, or gets shaved in a barber shop will give good reason for suspecting his worth, intentions, integrity and honesty. The teacher who performs his labors faithfully and without fault for five years will be given an increase of 25 cents a week in his pay providing the Board of Education approves. http://www.prairiepublic.org/features/education/1900_req.html

27. What is a union? A union is a group of workers who come together for the benefit of all. Unions are generally seen as working/middle class in nature (such as teachers, police, construction workers) but can also be affluent (professional athletes.) Unions derive strength from numbers and stress solidarity.

28. In the old days . . . Workers (particularly unskilled factory workers) had to work long hours for low pay in bad conditions. Workers who did not like these conditions and complained to employers were generally fired immediately. Due to the availability of workers, it was not hard to replace a complaining worker with someone who needed a job and would not complain.

29. How Unions Became Stronger Workers were upset about working conditions but knew they couldn’t complain openly or risk being fired. Instead, workers talked amongst themselves and made lists of demands to be presented to employers together. The idea was that it was possible to fire one worker, but not all workers. Organized workers coordinated work stoppages (strikes) to show the strength of the union and pressure for changes. Eugene V. Debs Albert Shanker

30. How Employers Fight Unions Then Firing members Intimidating members Hire union-busters Physical abuse Divide the union Now Intimidating members Use the media Divide the union Appeal to legislation Accuse union of corruption

31. Union Gains in the Past 100 Years (some teacher related) Retirement benefits Health care Dental / Eye care Humane working conditions Break periods (1 prep a day and 1 lunch period for teachers) Legal protection Weekends Good faith claims Job security Wage increases Job responsibilities Sick leave Child care leave Many, many more

32. “Meet the Press” – Guests: • Michelle Rhee (Chancellor, DC Schools), • Randi Weingarten (President, AFT) • How do we determine a “good teacher”? Video Discussion

34. In process updates • Each person will get ~5 minutes to talk about their past week on their internship. • You can talk about ANYTHING that you experienced.

35. AFT.org and NEA.org Labor union websites National organizations As a UFT member, you are member of both. Historical divisions, current cooperation What did you find online? Dennis Van Roekel Randi Weingarten

36. A closer look at UFT.org Current salary schedule http://www.uft.org/our-rights/salary-schedules/teachers Two ways to get raises Longevity Increased credentials Criticisms of this schedule

37. UFT Q&A The UFT, along with the NYC Department of Education, plays an important role in your career as a teacher. What questions do you have about what the UFT does? Aside from the UFT, what questions do you have about teaching in NYC in general?