WHAT IS A MASTER
TEACHER?
INTRODUCTION, CHAPTER 1,
AND CHAPTER 2
BY: BERNADETT (DEE DEE) CACERES
AND GREGORIO ARELLANO JR.
INTRODUCTION
ACADEMIC KNOWLEDGE AND PEDAGOGY
 MISCONCEPTIONS
 EVERYBODY BELIEVES THEY ARE EXPERTS
SAT IN A CLASSROOM FOR YEARS
 TAUGHT/TEACH THEIR OWN CHILDREN


EVERYONE LEARNS THE WAY THEY LEARN

IF IT WORKED FOR ME, IT WILL WORK FOR THEM.
INTRODUCTION
ACADEMIC KNOWLEDGE AND PEDAGOGY
 MISCONCEPTIONS
 CONVINCED THEY KNOW HOW TEACHERS SHOULD
TEACH AND HOW THE SCHOOL SHOULD OPERATE.
 TRUTH
 THEY DO NOT HAVE THE AWARENESS, FULL
UNDERSTANDING AND/OR EXPERIENCE.
 TEACHING IS AN ART AND A SCIENCE
INTRODUCTION
ACADEMIC KNOWLEDGE AND PEDAGOGY
 TRUTH
 TEACHING IS CHALLENGING

REACH AND TEACH EVERY LEARNER…EVERY DAY!






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WITH ROOM FULL OF DIFFERENT STUDENTS WITH DIFFERENT
ABILITIES, BACKGROUNDS, AND LIFE EXPERIENCES.
WHILE COMPLYING WITH ATTENDANCE, MOTIVATING STUDENTS,
DEALING WITH MISBEHAVIOR, DEALING WITH EVERY STUDENT’S
UNIQUENESS, PARENTS, MEETINGS, LESSON PLANS, ETC…….
MORE ACADEMIC COURSES ADDED TO CURRICULUM
LONGER SCHOOL DAY
EXTENSIVE ASSESSMENTS TO GUARANTEE HIGHLY QUALIFIED
PRESSURE OF BEING MEASURED BY STUDENT ASSESSMENT RESULTS
WITHOUT PROPER TRAINING AND/OR SUPPORT
INTRODUCTION
ACADEMIC KNOWLEDGE AND PEDAGOGY
 TRUTH




EMPHASIS ON TEST SCORES – “ACHIEVEMENT AT ALL COSTS”
STUDENTS MUST FIT TO CURRICULUM NEEDS NOT
CURRICULUM MUST FIT TO STUDENT NEEDS.
PE, VISUAL ARTS, & PERFORMING ARTS HAVE BEEN REDUCED
EVEN PHASED OUT - CRITICAL TO STUDENT DEVELOPMENT.
 EXTRA TIME AND REQUIREMENTS IN READING, SCIENCE,
AND MATH HAVE BEEN ADDED. THIS FOCUS IS NOT
WORKING (RENZULLI, N. D; FORD, HOWARD, HARRIS, &
TYSON, 2000)
WE HAVE FAILED TO BALANCE THE ACADEMIC AND HUMAN
SIDE OF TEACHING.
INTRODUCTION
THE “GUILD”
 ASSOCIATIONS BASED AND SPECIFIC TRADES –
MASONS, CARPENTERS, CARVERS, ETC..


HAD TO KEEP A HIGH LEVEL OF QUALITY ASSURANCE –
GUILD’S AND TOWN’S REPUTATION DEPENDED ON IT
GUILDS WERE MADE UP OF EXPERIENCED AND
CONFIRMED EXPERTS IN THEIR FIELD, MASTER
CRAFTSMEN.
INTRODUCTION
THE “GUILD”

MASTER CRAFTSMEN
FIRST, APPRENTICE
 EMPLOYED BY A MASTER FOR 5 TO 9 YEARS
 SECOND, JOURNEYMAN
 HAD TO PRODUCE A QUALIFYING SKILL OR WORK
 HAD TO BE CERTIFIED BY GUILD OR THE MASTER
 TRAVEL TO OTHER TOWNS AND COUNTRIES TO LEARN
FROM OTHER MASTERS
 THIRD, MASTER CRAFTSMAN
 HAD TO PRODUCE A MASTERPIECE THAT WOULD
SATISFY THE MASTER OF THE GUILD
 FULL MEMBERS OF THE GUILD

CHAPTER 1
WHAT IS A MASTER TEACHER?
 WHY WE NEED TO KNOW
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EDUCATE ALL CHILDREN TO HIGH LEVELS. WE MAKE
OR BREAK STUDENTS.
PRESSURE FOR TEACHERS AND STUDENTS TO LEARN
HAS REACHED THE HIGHEST LEVEL IN THE HISTORY OF
THE WORLD. THIS FOCUS IS NOT GOING TO DIMINISH.
WORLD NEEDS A HIGHLY EDUCATED AND
COMPETITIVE WORKFORCE.
TO INSPIRE ASPIRING TEACHERS TO WANT TO BECOME
ONE.
KNOW HOW TO DEVELOP OUR CURRENT TEACHING
FORCE.
WHAT IS A MASTER TEACHER?
ANCHOR CHART ACTIVITY
CHAPTER 1
WHAT IS A MASTER TEACHER?
 ATTAINING MASTER TEACHER STATUS IS A
PROCESS (PAGE 1 -3 OF WORKBOOK)

LEVELS
I - FOUNDATIONAL TEACHER
 II - SKILL BASED TEACHER
 III - ACCOMPLISHED TEACHER
 IV - TRANSFORMATIONAL TEACHER
 V - MASTER TEACHER

CHAPTER 2
THE RESEARCH
 MASTER TEACHER STARTS WITH A BELIEF
SYSTEM.
MASTER
TEACHING
TEACHER
BELIEFS
LEADS TO
KNOWLEDGE
ACQUISITION
LEADS TO
BETTER
PRACTICES
CHAPTER 2
THE RESEARCH
 CORE BELIEFS
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1. THE MASTER TEACHER BELIEVES THAT TEACHING IS BOTH AN ART AND A SCIENCE
AND IS AFFECTED BY BOTH TEACHER ATTITUDES AND SKILLS.
2. THE MASTER TEACHER’S WORK BEGINS WITH AND IS SUPPORTED BY CORE BELIEFS
ABOUT LEARNING, LEARNERS, AND THE VALUE OF TEACHING AND LEARNING TO
SOCIETY AS A WHOLE.
3. MASTER TEACHERS BELIEVE THEY MUST BE STUDENT-CENTERED AND THAT ALL
STUDENTS CAN LEARN.
4. MASTER TEACHERS BELIEVE THAT THEY ARE THE CATALYST FOR STUDENT
LEARNING.
5. THE MASTER TEACHER IS A LIFELONG LEARNER AND A REFLECTIVE PRACTITIONER.
6. THE MASTER TEACHER IS HIGHLY EFFECTIVE WITH ALL TYPES OF LEARNERS, AND
HIS OR HER STUDENTS DEMONSTRRATE THAT THEY ARE PREPARED FOR LEARNING AT
THE NEXT LEVEL AS A RESULT OF HIS OR HER TEACHING.
7. THE MASTER TEACHER IS RESPECTFUL OF STUDENTS, PARENTS, AND COLLEAGUES.
8. THE MASTER TEACHER IS A MENTOR, COACH, AND ADVOCATE FOR STUDENTS AND
COLLEAGUES.
9. THE MASTER TEACHER IS HIGHLY COMPETENT IN HIS OR HER SUBJECT MATTER AND
IS PASSIONATE ABOUT WHAT HE OR SHE TEACHES AND FOR LEARNING AS A WHOLE. AS
A RESULT, HE OR SHE ENGENDERS IN STUDENTS A PASSION FOR LEARNING.
CHAPTER 2
THE RESEARCH
 CORE BELIEFS
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


10. THE MASTER TEACHER BELIEVES THAT HIGH EXPECTATIONS, GOOD RELATIONSHIPS
WITH STUDENTS, AND WORKING COOPERATIVELY WITH COLLEAGUES ARE VITAL KEYS
TO BEING A MASTER TEACHER.
11. THE MASTER TEACHER HAS A CONCERN FOR THE WHOLE STUDENT, WHOLE SCHOOL,
WHOLE DISTRICT, WHOLE COMMUNITY, AND WHOLE OF THE PROFESSION.
12. MASTER TEACHING REQUIRES KNOWING STUDENTS AS WELL AS THE TEACHER
KNOWS THE CURRICULUM IN ORDER TO INSPIRE AND MOTIVATE STUDENTS AND FIT
THE CURRICULUM TO STUDENTS. THIS IS VITAL BECAUSE FITTING STUDENTS TO THE
CURRICULUM WILL NOT RESULT IN LEARNING FOR A LARGE PERCENTAGE OF THE
CLASS.
13. THE MASTER TEACHER GIVES BACK TO THE PROFESSION IN MANY WAYS, INCLUDING
BY NURTURING THE DESIRE IN OTHERS THAT THEY TOO CAN AND SHOULD ASPIRE TO
BE MASTER TEACHERS.
YOU
ARE
THE
CHANGE!!!!!