Teaching As A Profession 2
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Course Introduction

 

Core Standards of the Course

Strand 1
Students will examine career opportunities, licensing requirements, professional conduct practices, and organizations.

Standard 1
Explore education career options, salaries, required degrees, endorsements, and certifications needed for each position according to the Utah State Board of Education Licensing website.

1. Administrative
   
   • Superintendent
   • Principal
   • Assistant Principal
2. Core Subject Teachers
   
   • Language Arts
   • Mathematics
   • Science
   • Social Studies
   • Special Education
3. Non-Core Subject Teachers
   
   • Arts
   • Career and Technical Education (CTE)
   • Foreign Languages
   • Health/Physical Education
4. Support Services
   
   • Counselor
   • Librarian

   • Paraprofessional

     • Per your Local Education Agency (LEA)

Standard 2
Explain professional roles and responsibilities of administrative, core subject, non-core subject teachers, and support services in the local school environment.

1. Define confidentiality as the state of keeping or being kept secret or private.
   
2. Define impartiality as treating all fair.
   
3. Define equity as personal and social circumstances are not obstacles to achieve education potential.
   
4. Define Family Educational Right and Privacy Act (FERPA) as a federal law that protects a student's education records.
   
   • Transcripts
   • Test Scores
   • Behavior Support
5. Explore the Professional Educator Conduct outlined in Utah State Board Rule R277-217-2 and R277- 217-3.
   
6. Explore the Utah Effective Teaching Standards (UETS), on the Utah State Board of Education website.
   
7. Demonstrate professionalism appropriate to students, parents, and colleagues in the workplace.
   
   • Define communication as the exchange of information, both verbal and nonverbal, between individuals or groups within an organization.
   • Define professional dress as defined by your position, administration, and/or LEA.
   • Define workplace conduct as appropriate behavior and interactions, face-to-face and online, with students, parents, and colleagues before, during, and after school hours.

Standard 3
Explore the role of educational advocacy and the impact of professional educational organizations at local, state, and national levels.

1. Administrative
   

   • Superintendent

     • The School Superintendents Association (AASA)
     • Utah School Boards Association (USBA)
     • Utah School Superintendents Association (USSA)
     • Utah Rural School Association (URSA)
       • This is support for rural superintendents in Utah

   • Principal

     • National Association of Secondary School Principals
     • National Association of Elementary School Principals
     • Utah Association of Secondary School Principals
     • Utah Association of Elementary School Principals

   • Assistant Principal

     • National Association of Secondary School Principals
     • National Association of Elementary School Principals
     • Utah Association of Secondary School Principals
     • Utah Association of Elementary School Principals
2. Core Subject Teachers
   

   • Language Arts

     • National Council for Teachers of English (NCTE)
     • Utah Council for Teachers of English (UCTE)

   • Mathematics

     • National Council for Teachers of Mathematics (NCTM)
     • Utah Association of Mathematics for Teacher Educators (UAMTE)

   • Science

     • National Science Teaching Association (NSTA)
     • Utah Science Teaching Association (USTA)

   • Social Studies

     • National Council for the Social Studies (NCSS)
     • Utah Council for the Social Studies (UCSS)

   • Special Education

     • National Association of Special Education Teachers (NASET)
     • Utah Consortium for Special Education (UCSE)
3. Non-Core Subject Teachers
   

   • Arts

     • National Arts Educators Association (NAEA)
     • Utah Art Educators Association (UAEA)

   • Career and Technical Education

     • Association for Career and Technical Education (ACTE)
     • Utah ACTE

   • Foreign Languages

     • American Council on Teaching a Foreign Language (ACTFL)
     • Utah Foreign Language Association (UFLA)

   • Health/Physical Education

     • SHAPE America
     • SHAPE Utah
4. Support Services
   

   • Counselor

     • American School Counselor Association (ASCA)
     • Utah School Counselor Association (USCA)

   • Librarian

     • American Library Association (ALA)
     • American Association of School Librarians (AASL)
     • Utah School Library Association (USLA)

   • Paraprofessional

     • National Association of Education Office Professionals (NAEOP)
     • Utah School Employees Association (USEA)

Standard 4
Demonstrate knowledge of collaboration and continuous learning as applied to the education workplace.

1. Define collaboration as two or more people working together through idea sharing and thinking to accomplish a common goal.
   
2. Define continuous learning as the process of learning new skills and knowledge on an ongoing basis.
   
3. Define professional learning communities (PLC) as a group of educators that meet regularly, share expertise, and work collaboratively to improve teaching skills and academic performance of students.
   
4. Discuss how educators mature during their careers.
   
   • Personal growth
   • Group study
   • Professional development
   • Professional organizations

Strand 2
Students will identify different types of schools and education design.

Standard 1
Identify and define common types of schools and educational designs.

1. Compare and contrast the different types of schools.
   
   • Define public school as a school supported by public funds.
   • Define private school as a school supported by a private organization or individuals instead of the state and federal government.
   • Define charter school as a publicly funded independent school established by parents, teachers, or community groups.

   • Define online school as a school using internet connection to receive instruction.

     • Also known as:
       • Virtual School
       • E-school
       • Cyber-school
   • Define magnet school as a public school offering special instruction and programs not available elsewhere.

Standard 2
Identify and define common types of educational designs.

1. Identify and define common educational designs.
   
   • Define common core as a set of education standards for teaching and testing language arts and mathematics between kindergarten and twelfth grade.
   • Define standard-based assessment as measuring proficiency in mathematics, language arts, science, and writing.
   • Define STEM as grouping academic disciplines that include science, technology, engineering and mathematics.
   • Define professional learning communities (PLC) as a group of educators that meet regularly, share expertise, and work collaboratively to improve teaching skills and academic performance of students.
   • Define project-based learning (PBL) as a teaching method where students gain knowledge and skills by working for an extended period of time on an authentic and complex question, problem, or challenge.
   • Define flipped learning as a student is introduced to content at home and practices working through it at school.
   • Define blended learning as combining online educational materials and opportunities for international and traditional classroom methods.

Strand 3
Students will examine the theories of Piaget, Maslow, and Erikson and how they relate to student learning.

Standard 1
Identify and define developmental domains.

1. Define cognitive as the construction of thought process, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood.
   
2. Define physical as the process that starts in human infancy and continues into late adolescent concentrating on gross and fine motor skills as well as puberty.
   
3. Define social-emotional as the child's experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others.
   

Standard 2
Examine Piaget's theory of cognitive development and explore applications for learning.

1. *Define sensorimotor stage as the cognitive development where infants and toddlers acquire knowledge through sensory experiences and manipulating objects.
   
   • Age: Birth to 2 years
2. Define preoperational stage as the cognitive development when kids learn through pretend play but still struggle with logic and taking point of view of other people.
   
   • Age: 2 to 7 years
3. Define concreate operational stage as the cognitive development where children become much more adept at using logic.
   
   • Age: 7 to 11 years
4. Define formal operational stage as the final cognitive development stage that involves an increase in logic, the ability to use deductive reasoning, and understanding abstract ideas.
   
   • Age: 12 and up

Standard 3
Examine Maslow's hierarchy of needs and explore applications for learning.

1. Deficiency Needs
   

   • Define physiological needs as a condition that something is required or wanted.

     • Physiological needs include air, food, water, shelter, warmth, sleep

   • Define safety needs as something that is needed to keep safe from harm.

     • Safety needs include shelter, security, law and order, employment, health stability

   • Define belonging and love needs as a person's needs for feeling loved and accepted, both romantic relationships as well as ties to friends and family members.

     • Belonging and love needs include affection, intimacy, family, friends, relationships
       

   • Define esteem needs as a person's needs for internal esteem factors, such as self-respect, autonomy and achievement.

     • Esteem needs include self-esteem, self-confidence, achievement, recognition, status, respect
2. Growth Needs
   

   • Define cognitive needs as the desire to know, understand, and solve problems.

     • Cognitive needs include knowledge, meaning, understanding

   • Define aesthetic needs as the appreciation and search for beauty, balance, and form.

     • Aesthetic needs include appreciation, search for beauty, balance, form
       

   • Define self-actualization as growth of an individual toward fulfillment of the highest needs, meaning in life.

     • Aesthetic needs include realizing personal potential, self-fulfillment, personal growth, peak experiences

   • Define transcendence as putting needs aside to serve something greater than oneself.

     • Transcendence needs include helping others to achieve self-actualization

Standard 4
Examine Erikson's stages of psychosocial development and explore applications for learning.

1. Define trust vs. mistrust as a child's needs are being met then basic trust is being developed.
   
   • Stage 1
   • Age: Birth to 1 year
2. Define autonomy vs. shame and doubt as a child learns to exercise their own will and do things for themselves or they develop doubt in their abilities.
   
   • Stage 2
   • Age: 2 to 3 years
3. Define initiative vs. guilt as a child learns to initiate tasks and carry out plans or they develop guilt about their efforts to be independent.
   
   • Stage 3
   • Age: 3 to 6 years
4. Define industry vs. inferiority as a child learns to apply themselves to tasks or they feel inferior to others.
   
   • Stage 4
   • Age: 6 to 11 years
5. Define identity vs. role confusion as a child refines a sense of self by testing roles to form a single identify or they become confused about who they are.
   
   • Stage 5
   • Age: 12 to 18 years

Strand 4
Students will identify and analyze how culturally responsive teaching meets the needs of diverse learners, explore landmark court cases and the impact on the learning environment today.

Standard 1
Define multiculturalism and the dimensions of diversity.

1. Define multiculturalism as people from many different cultures learning together in a classroom with mutual respect.
   
2. Define diversity as an understanding that each individual is unique and recognizing our individual differences. These can be the dimensions of:
   
   • Define gender as a range of characteristics related to masculinity and femininity.
   • Define race as a group of people sharing specific physical qualities or characteristics viewed as distinct by society.
   • Define ethnicity as a group of people sharing a common national or cultural tradition.
   • Define disability as a physical or mental impairment that substantially limits one or more major life activities.
   • Define sexual orientation as an identity based on whether someone is attracted to people of a sex different than their own (heterosexual), the same sex (homosexual), or both sexes (bisexual).
   • Define academic learning needs as the gap between a learner's current knowledge and the knowledge needed to complete or perform a task or set of tasks.
   • Define linguistic needs as providing curriculum in both the primary language and secondary language.

Standard 2
Explore landmark court cases that impacted education in the United States and identify how gender, race, and civil liberties were affected.

1. Mendez vs. Westminster
   
   • 1947
   • U.S. District Court, California
   • Outcome: Schools cannot deny admission to a student based on their ethnicity.
2. Brown vs. Board
   
   • 1954
   • United States Supreme Court
   • Outcome: Radical segregation of schools violates the Equal Protection Clause of the 14th Amendment, even if the segregated schools are otherwise equal in quality ("separate educational facilities are inherently unequal").
3. Engel vs. Vitale
   
   • 1962
   • United States Supreme Court
   • Outcome: Reciting government-written prayers in public schools violates the Establishment Clause of the 1st Amendment
4. Tinker vs. Des Moines
   
   • 1969
   • United States Supreme Court
   • Outcome: Students have the right to free speech in public schools, unless it disrupts the education process.
5. Title IX of Education Amendment Act
   
   • 1972
   • Define Title IX of the Education Amendment Act as a federal law that prohibits gender discrimination as it pertains to educational funding.
   • Outcome: Provides equity in school activities (most often applied to extracurricular activities-athletics).
6. Lau vs. Nichols
   
   • 1974
   • United States Supreme Court
   • Outcome: Schools must provide education to students with limited English proficiency under the Civil Rights Act of 1964.

Standard 3
Identify and analyze culturally responsive teaching.

1. Define culturally responsive teaching as using cultural knowledge, prior experiences, frames or reference, and performance styles or ethnically diverse students to make learning encounters more relevant and effective for them.
   
2. Identify characteristics of culturally responsive teaching as:
   
   • Positive perspectives on parents and families.
   • Communication of high expectations.
   • Learning within the context of culture.
   • Student-centered instruction.
   • Culturally mediated instruction.
   • Reshaping the curriculum.
   • Teacher as facilitator.
3. Explore research-based strategies for working with diverse learnings in the learning community.
   

   • High expectations

     • Teachers address beliefs that lead to lower expectations of diverse students and persistently teach challenging curriculum.

   • Culturally relevant instruction

     • Associate engaging curriculum with the knowledge, skills, values, and concerns that students bring with them from their home and community.
   • Caring relationships
   • Parent and community involvement
4. Identify characteristics of a safe learning environment for all learners.
   
   • Keep a clean and orderly classroom.
   • Allow students to be openly expressive and encouraging to others.
   • Celebrate student work in different ways.
   • Create a list of guidelines that are "law" (i.e. no name calling, bullying, etc.)
   • Stay calm and in control.
5. Explore the factors between academic achievement gaps and diverse learning populations.
   
   • Define academic achievement gap as the disparity in academic performance between groups of students.

   • Common factors that contribute to academic achievement gaps:

     • Teaching related
       • Uncertified and inexperienced teachers
       • Insensitivity to different cultures
       • Poor teacher preparation
       • Low expectations of students
       • Inadequate materials, equipment, and resources (including technology-based resources)
     • Student related
       • Interest in school
       • Level of effort
       • Responsibility for own learning

Strand 5
Students will identify components of a lesson plan, explore state approved strands and standards, and identify instructional strategies, technology, and assessment used in the learning environment.

Standard 1
Identify the common components in preparing effective lesson plans and discuss the relationship between lesson plans, scope and sequences, and units of study.

1. Define lesson plan as a teacher's plan for teaching an individual lesson.
   
2. Common components of a lesson plan include:
   

   • Objective

     • Define objective as a brief statement that describes what a student is expected to learn by the end of the school year, course, unit, lesson, project, or class period.

   • Required materials and equipment

     • Explore recommended instruction materials (RIMS) on the Utah State Board of Education website.

   • Anticipatory set

     • Define anticipatory set as pre-assessing the learner's prior knowledge, skills, languages, culture, and experience in instructional planning.

   • Direct instruction

     • Define direct instruction as the presentation of academic content to students by teachers, such as in a lecture or demonstration.

   • Guided practice

     • Define guided practice as the interactive instruction between teacher and students.

   • Formative assessment

     • Define formative assessment as an ongoing evaluation of student learning that is administered multiple times during a lesson, unit, or course.

   • Independent practice

     • Define independent practice as students have a chance to reinforce skills and utilize the new acquired knowledge by complete a task or series of tasks on their own and away from the teacher's direct guidance.

   • Summative assessment

     • Define summative assessment as a measurement of student learning at the conclusion of a defined instructional period.

   • Reflection

     • Define reflection as the metacognitive strategy to help teachers and students reflect upon teaching and learning experiences.
   • Define scope and sequence as an instructional map and calendar to outline the strands and standards, lessons, activities, and assessments of a course.
   • Define unit of study as a framework that guides students through a process of learning concepts or content.

Standard 2
Explore state board approved strands and standards.

1. Navigate the Utah State Board of Education website to locate current strands and standards.
   

Standard 3
Explore and identify the characteristics and uses of specific types of instructional methods and uses of technology in the learning environment.

1. Develop lessons using appropriate instructional strategies for all learners.
   
   • Define cooperative learning as a technique that allows students to learn from each other and gain important interpersonal skills.
   • Define differentiated learning as tailored instruction to meet individual needs.
   • Define blended learning as combining online educational materials and opportunities for interaction with traditional classroom methods.
   • Define project-based learning (PBL) as a teaching method where students gain knowledge and skills by working for an extended period of time on an authentic and complex question, problem, or challenge.
2. Discuss the role of the teacher and student in developing critical thinking skills, essential questions, and comprehension.
   
3. Explore technology in the learning environment.
   
4. Compare benefits and limitations of technology in the learning environment.
   
   • Equity and access for students
   • Improves knowledge retention
   • Encourages individual learning and collaboration
   • Develop workplace skills
5. Describe ethical considerations regarding technology in lesson development.
   
   • Define cheating as acting dishonestly or unfairly in order to gain an advantage.
   • Define cyberbullying as the use of electronic communication to bully a person, typically by sending messages of intimidating, embarrassing, or threating nature.
   • Define plagiarism as the practice of taking someone else's intellectual property and using it as your own (i.e. copy/paste, images).

Standard 4
Explore assessment and grading options.

1. Define assessment as the evaluation or estimation of the nature, quality, or ability of someone or something.
   
2. Identify types of questions on an assessment.
   
   • Multiple-choice
   • Short answer
   • Essay
   • True/False
   • Fill in the blank
   • Ordering
   • Matching
3. Evaluate formative and summative assessment for efficacy.
   
4. Explore assessment and grading options.
   

   • Types of grading options:

     • Grading scale
     • Rubric
5. Reflect on improvement plans based on results of assessment.
   

Strand 6
Students will learn strategies and methods to manage the learning environment.

Standard 1
Explore assessment and grading options.

1. Define classroom management as a variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during class.
   
2. Identify common classroom management strategies in the learning environment.
   
   • Define classroom culture as creating an environment where students feel safe and free to be involved.
   • Define consistency as steadfast adherence to the same principles, course, form, etc. regardless of bias and/or personality.
   • Define planning as the process of being prepared.
   • Define procedures as an established or official way of doing something.
   • Define proximity as nearness in space, time, or relationship.
   • Define rapport as a close and harmonious relationship in which the teacher and students understand each other's feelings or ideas and communicate well.
   • Define rules as a set of explicit or understood regulations or principles governing conduct within the learning environment.

Standard 2
Develop classroom rules and procedures.

1. Differentiate between rules and procedures.
   
   • Define procedures as an established or official way of doing something.
   • Define rules as a set of explicit or understood regulations or principles governing conduct within the learning environment.
2. Identify positive reinforcement and negative consequences strategies for rules and procedures.
   

   • Classroom

     • Positive reinforcement
       • Praise and nonverbal communication
       • Note home
     • Negative reinforcement
       • Phone guardians
       • Restrictions
   • School
     • Positive reinforcement
       • Rewards activities (No Fs, attendance, etc.)
       • Recognitions (Student of the Month)
     • Negative reinforcement
       • Suspension/Expulsion
       • Removal from activities

Standard 3
Create safe learning environments for all students.

1. Define bullying as unwanted, aggressive behavior among school aged children that involves real or perceived power balance.
   
2. Define cyberbullying as the use of electronic communication to bully a person, typically by sending message of intimidating, embarrassing, or threatening nature.
   
3. Identify reporting methods and resource for bullying and cyberbullying.
   
   • Bullying
     • Tell a trusted adult.
   • Cyberbullying
     • Don't respond and don't forward the message.
     • Keep evidence.
       • Record dates, times and descriptions of instance where cyberbullying occurred.
       • Save and print screenshots, emails, and text messages.
     • Block person who is cyberbullying.
     • Tell a trusted adult.
   • Navigate Stop Bullying to locate prevention strategies and resources related to bullying and cyberbullying.

   • Identify the health, safety, security, and emergency procedures outlined in the Utah State Board of Education Board Rule R277-400 of a school learning environment.

     • Navigate the Utah State Board of Education LEA Emergency Compliance and Assurance form to outline the requirements for an Emergency Preparedness and Emergency Response Plan.

Performance Skills

Standard 1
Strand 1 Performance Skills

1. Students will create an educational timeline, using education resources and websites, to outline and plan a schedule for their personal career path.
   
2. Students will develop a resume highlighting their personal workplace and employability skills needed for an educational career.
   

Standard 2
Strand 3 Performance Skills

1. Students will create a visual artifact that depicts the theory of either Piaget or Erikson for a parent of a developing child.
   
2. Students will create the pyramid of Maslow's eight-level Hierarchy of Needs and incorporate personal examples.
   

Standard 3
Strand 4 Performance Skills

1. Students will complete the ACES Risk Assessment ACES.
   
   
2. Students will create an artifact to explore personal culture biases. Artifacts could include personal essay, oral presentations, song, poetry, art, etc.
   
3. Students will research education court cases and present findings. Examples of artifacts could include a mock court trial, debate, TED talk, or a comparison to current issues in education.
   

Standard 4
Strand 5 Performance Skills

1. Students will prepare and present a 15-minute lesson based on one approved standard from the Utah State Board of Education (including lesson, activity, formative/summative assessment, and a reflection) in a content area of their choice.
   

Standard 5
Strand 6 Performance Skills

1. Students will interview a teacher about their classroom management plan that includes an outline addressing safety, bullying, and expectations for all students.
   

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http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialists - Lola  Shipp or Ashley  Higgs and see the CTE/Education & Training website. For general questions about Utah's Core Standards contact the Director - THALEA  LONGHURST.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.