COOPERATIVE EDUCATION:
REFLECTIVE PRACTICE IN
THE TEACHING PROFESSION
Session 7
Housekeeping
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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
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
ePortfolio Expectations
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Educational Philosophy Statement: 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.
Education ePortfolio
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
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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
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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
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Sample A
Sample B
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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)
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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?
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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
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Sample A
Sample B
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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
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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)
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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
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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
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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?
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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 . . .
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
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.
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.
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
How Employers Fight Unions
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Then
Firing members
Intimidating members
Hire union-busters
Physical abuse
Divide the union
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Now
Intimidating members
Use the media
Divide the union
Appeal to legislation
Accuse union of
corruption
Union Gains in the Past 100 Years
(some teacher related)
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Retirement benefits
Health care
Dental / Eye care
Humane working
conditions
• Break periods (1 prep
a day and 1 lunch
period for teachers)
• Legal protection
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Weekends
Good faith claims
Job security
Wage increases
Job responsibilities
Sick leave
Child care leave
• Many, many more
Video Discussion
• “Meet the Press” –
Guests:
o Michelle
Rhee
(Chancellor, DC
Schools),
o Randi Weingarten
(President, AFT)
• How do we determine a
“good teacher”?
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.
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
A closer look at UFT.org
• Current salary schedule
http://www.uft.org/ourrights/salaryschedules/teachers
• Two ways to get raises
– Longevity
– Increased credentials
• Criticisms of this
schedule
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?