The Professional Early Childhood Teacher (10.9)

According to the Oxford English Dictionary, in addition to being paid for one’s work, what other defining trait contributes to a "professional?"

There is a single, nationwide standard for early childhood teacher credentialing.

Engagement requires early childhood teachers to think and act in certain ways.

Brenda Townsend Hall provides examples of teachers’ professional behaviors. Which of the following is NOT one of these behaviors shared by Townsend Hall?

Townsend Hall argues that teachers should be provided ___ from their school administrators.

Every teacher experiences a contentious environment between him) or herself and school leaders and parents.

Many states require _____ in order for the teacher to maintain his or her license.

Which scholar argues that teachers must be agents for change within their schools?

Teachers in the State of Maryland and in Washington, DC are required to complete graduate-level credit(s) every year(s).

____ and ____ are two ways teachers can demonstrate engagement with their profession outside of their classrooms.

Case Study: Jeremy is a teacher of 2- and 3-year-old children at a small daycare center. This is his second year working with this age group. Jeremy studied Early Childhood Education and earned his associate degree prior to joining the daycare center. Despite his knowledge and training, today has been a rough day for Jeremy and for his students. Though his alarm rang at its usual time, Jeremy overslept and arrived to school at 8:45, just a few minutes before his students were dropped off, instead of at his usual 8:00 am. As Jeremy prepared for the morning’s arts and craft project-- a lesson about how to make different shapes with strips of paper-- he noticed that the strips had not been prepared the day before; instead of being able to deliver the lesson, Jeremy spent the time coaxing his students into cutting paper into thin strips so he could really teach the lesson tomorrow. Then during reading time, as Jeremy was half way through The Gingerbread Man, he noticed that several of the pages had been torn out of the book. Instead of being able to read the book to its end, Jeremy had to improvise by asking the students what they thought would happen to the gingerbread man. Though the discussion was lively and the students shared unusual ideas, many complained that they wanted to know how the story actually ended. When it came time for sing-a-long, though Jeremy remembered to bring his guitar, he had forgotten to print out the visual cue cards that helped students recall the songs’ lyrics. Though the children seemed to enjoy clapping and dancing, it turned into less of a sing-a-long and more of a dance party. Sensing that nothing would go his way, Jeremy approached the center director and asked her if she’d be willing to substitute for him so he could prepare some materials for the afternoon’s lessons. “I don’t do that,” the director replied, “I’m the administrator; you’re the teacher. Figure it out.” As Jeremy left her office, closing the door behind him, he dreaded what else might go awry as the day progressed. The training remarked on several attributes essential to teacher engagement, among them were a teacher’s mindset and behaviors. Which of Jeremy’s behaviors fall in line with the suggestions? Which of his behaviors and mindsets fall out of line with the training’s suggestions? During the reading of The Gingerbread Man, Jeremy realized pages are missing from the book. Do you think his improvisation, asking the students what they thought the ending would be, was a good one? Explain. How would the daycare center’s administrator have responded differently to Jeremy’s pleas for assistance if she--and the center-- had respected a teacher’s professionalism?