a student teacher needs help!

Parents Forum
1

<p>Have been told that the parents of this forum have great knowledge and advice (and I know so because I've seen all your replies to the threads) I hope that the parents here can help me out. Thank you. Much is appreciated. </p>

<p>Currently I'm a student teacher who is going to be teaching high school English less than a year from now. In the future, I want to earn my Masters and Ph.D in Education in order to teach future teachers in schools that have credential programs.</p>

<p>As a secondary school classroom teacher (I'm student teaching but will be a teacher in less than a year), how can I prepare and distinguish myself from other graduate applicants? My situation is unique because I eventually I will have a full time job (as a full time teacher) and I don't know how I will make myself stand out from other applicants?</p>

<p>What other types of experiences should I involve myself in? Please give me examples of what you would do or what you've seen past teachers do to get into a TOP education school. I understand there is no formula but I need suggestions on what I need to get involved on to distinguish myself from the rest. I feel that great schools of education offer the best resources and experts who will allow me to grow (as I aim to be a professor who teaches student teachers).</p>

<p>What could I do to truly impress the admission officers in the top schools? What could I do at my high school and outside of that to distinguish myself?</p>

2

<p>You are still in school now, right? Why not ask somebody in the Ed. department who works with the graduate programs? </p>

<p>The keys to "regular" academic grad programs are academic records, recommendations (contacts) and research. I am sorry but do not know anybody who pursues advanced education in Education, so I'd send you to your own program's advisors for a start.</p>

3

<p>I live in NY and have many teachers in the family.At least here in NY, you must persue your masters degree relatively quickly to stay in the classroom and get credentailed.Therefore, most local teachers are getting their degrees close to home or work where it is convenient to fit the hours in around their teaching schedule.
One of my nephew's wives has her PhD but remains in the classroom setting as well (at least for now).she did this degree also where it was convenient for her.</p>

4

<p>I don't quite understand, you say "My situation is unique because I eventually I will have a full time job (as a full time teacher) and I don't know how I will make myself stand out from other applicants?" Isn't that what most education graduates do - teach?? </p>

<p>My daughter graduated in June with an education degree. I asked our neighbor who is in administration at our local school district about what makes an attractive candidate. She said that they look at grades, recommendations, quality of school that the graduate is coming from, student teaching experiences and what the candidates did with their free time. That is, were they involved with children/teaching in the summer by being camp counselors, did they tutor during the school year?</p>

<p>I don't quite understand though, are you asking about an interview for grad school? Don't all teachers go on to get higher degrees? In our district they must continue their education and take classes. Why do you have to worry about being different? It seems to me that you should focus on learning how to become the best teacher you can be so that you can get that first job - around here, ed majors are not in short supply.</p>

5

<p>Happy Camper, I know several people who have been, or are currently in, doctoral programs at top education schools like Columbia Teachers College and Vanderbilt. Most earned undergraduate and/or master's degrees in an academic field (i.e. a field other than, or in addition to, education), and then had some teaching experience before enrolling in the doctoral program. Examples include bachelor's and master's in classics, teaching Greek, Latin and history; another has bachelor's and master's in economics, did research with a prof studying the economics of education before pursuing an education doctorate. Another fellow I know did not attend a "top" eduction program for his PhD, but had a psychology degree and did work related to that field before he went for his doctorate.</p>

<p>Do some research about particular doctoral programs in which you are interested. The top programs are undergoing some significant changes with regard to the type of research they are pursuing, and the type of doctoral students they are looking for. </p>

<p>Your research can, and should, include corresponding with representatives--faculty and program administrators--at the programs that interest you.</p>

6

<p>I'm a teacher who never wanted to get beyond teaching into administration, but I always had lots of ideas! So I'll share these untried measures, which I think would distinguish you:</p>

<ol>
<li><p>GRANTSMANSHIP. When you're a teacher, approach your principal and ask if you can participate in writing a grant proposal to bring a funded project into your school. My principals often said there was grant money sitting around but no time to write the proposals to get it in for the school. She was frustrated but everyone was too busy to attack it. She needed a teacher-partner to do that research. Imagine on your resume, "Co-Wrote successful grant for my h.s. with (name the government agency or non-profit) and describe the project in terms of moneys received, student participation and learning outcome.
For today, just to get a sample, google up Teaching Tolerance and read about their small grants available to schools. Also google up the U.S. Dept. of Education just to read the kinds of larger fundable projects for h.s. age. </p></li>
<li><p>INITIATE FIELD TRIPS. You'll discover some are traditionally done at your school, but be creative. Again, these opportunities often exist in the school budget but not all teachers take full advantage. Usually you make arrangements a month ahead for a bus, file forms with your principal, but if you can fit it into your curriculum, you can choose the field trip. You can buddy with another teacher, if you find someone compatible as you begin to teach; that's easier than going alone and you cna share the paperwork (permission forms and so on). You didn't say what your subject area is, but if you teach Biology, perhaps you can go visit a wastewater treatment plant; for Physics, visit a nuclear power facility, for History find an Underground Railroad site, etc. Build it into your unit plan so it's meaningful. Our S's photography teacher (Art) took the kids downtown at night to photograph neon signs at night, headlights, and the results were fabulous. All she really did was bring in the bus, says she, but I know she was very creative. Also, learn to enter your students work in various contests and competitions in the community, to show you're always looking out for your students above and beyond the norm. She used to send in student projects to juried art competitions. Another teacher in Writing brought in a poet-in-residence with a state grant and made a weekend exchange with an innercity school, with readings at both locations. Sky's the limit.</p></li>
<li><p>FInd out, upon being hired, how many professional conferences you may attend, and take every advantage of this. You'll have to write up substitute teacher plans, but your day will be covered. You may or may not have to pay your own transportation and motel night for a regional conference, but it's worth it, and might even be declarable as a professional expense on your income tax (not sure).</p></li>
<li><p>As a new teacher, you probably won't be favored to be in any pilot research projects, but let the principal know you'd like to be considered. She might let you do something as part of a team of teachers. If the principal says it's enough just to be a new teacher, respect that and don't press, but if you can ever participate in research as a pilot teacher, that's good.</p></li>
<li><p>Keep any nice parent or student letters written to you, for quotable excerpts on your grad school application (and to read on discouraging days ;) </p></li>
<li><p>Join the teachers' union and become familiar with the history of your profession through that lens. Nobody else will really talk to you in the same way. It's very interesting, and you don't have to agree with everything to go to all the broad-based meetings, plus serve on a committee. Listen and learn.</p></li>
<li><p>Try to get onto some of the political decision-making structures of your school governance. Sometimes these are called "Building Level Team" but it's like the Student Council. Just see how decisions are made in your school and district. Be sophisticated about school politics. Attend an occasional school board meeting, just to listen and learn. </p></li>
<li><p>If you have a particular strength in technology, rush to offer it. Improve the school's website, do some technology troubleshooting for other dinosaur teachers, be a team player in ways where you have hard skills to offer.</p></li>
<li><p>Offer to present something you're doing in your classroom, on a panel with other teachers, on your "teacher professional development" days, if you have the chance to volunteer.</p></li>
</ol>

7

<p>KathieP, there are two different kinds of masters degrees in Education in many states. One of them is very practical, might be called a Master of Arts in Teaching (M.A.T.) or similar. It includes theory courses plus supervised practice teaching. Courses might be called "Classroom Organization and Management" and tell you things like, "Open your windows every day for fresh air..." (yawn). This is a masters degree pathway leading to STATE TEACHER CERTIFICATION.</p>

<p>The other path is to get a Masters degree in the subject of Education (M.Ed.)
which has much more theory and research into curriculum, learning theory, education reform, economics, and so on. From there you can go on to a PhD. in Education (or Ed.D, Education Doctorate) but you sure aren't equipped to hold down a regular classroom and won't be certified to teach, nor should you be. It's too theoretical.</p>

<p>To the OP, be sure to look at some of the offerings at Bank Street School of Education in NYC, also Columbia Teachers College, Harvard, Brown, Brandeis and Oberlin for shiny smart coursework even if you "just" want to teach in the classroom.</p>

<p>Your struggle will be to maintain a wide vision for the future at the same time you learn the nitty-gritty of education as it's practiced this year. I'm curious that you've chosen to teach in a classroom for a while before plowing forward into research. </p>

<p>Usually, the PhD programs would favor the prior training of the M.Ed. not the M.A.T., but perhaps that's changed or changing. Find out, however. Otherwise it's like taking the Police Academy training instead of an academic degree in Criminology, when you;re sure you want to go to Law School. </p>

<p>I'd specifically ask a few PhD programs whether you'd be better off (in THEIR opinion) getting an M.Ed. or an M.A.T.</p>

<p>Perhaps your research will actually be implementable by rank-and-file teachers? That'd be a refreshing change.</p>

<p>Do you have a vision of the kinds of research you'd like to do, eventually, as a Ph.D.?
You don't have to know, I'm just curious if you care to share your dreams or project concepts without giving away a gem of a thesis, naturally :) </p>

<p>Good luck.</p>

8

<p>I didn't realize that. In Pennsylvania, at least in our area, you can't get into a classroom unless you are already certified and within just a few years most teachers have their masters. I know our district reimburses (with a certain grade minimum) for all classes leading up to a masters and then a Phd. So, besides making continuing education required and reimbursed teachers also get raises tied to their continued education.</p>

9

<p>paying3tuitions
the path I'm familiar with as you described,is the practical,already in the classroom path as you described.
Your advice is admirable for the OP.
Come to think of it, a new young hot shot GC at my kids former HS came in "fresh off the boat" and used his techie skills to completely revamp,upgrade and modernize the Guidance Office's website,newsletter,access to Naviance,etc.It was a wonder to behold the changes he wrought in 2 short years.</p>

10

<p>Oh please. Education schools are not difficult to get into. Except for maybe Harvard or Columbia. </p>

<p>The school where I got my MEd accepted 95% of its applicants. I think you had to have a criminal record to be rejected.</p>

11

<p>^^ or a pulse to be accepted ;)</p>

<p>THe teachers college I attended, which required a completed B.A. first, had approxmately 4,000 applicants and 295 got in (University of Ottawa). I paid for tuition out of pocket, which was reasonable in Canada compared to an American B.A., but I had to buy a year of childcare to handle 3 kids which cost 9x the teachers college tuition! Within two years, both of those costs were repaid by salary, so it was a good investment of time and money, plus I was already married so I had it easier/harder than young, single teachers. When I went for my certification exams in my early 40's, they were held on a fourth floor at a SUNY, and all these jackrabbits ran upstairs two steps at a time. I asked a proctor, "Was that the Phys Ed assessment?" </p>

<p>I've always wondered about the districts that pay for teachers to get their masters degree on their time and money. It's been suggested that the districts save because they spurn hiring teachers with completed degrees. I don't know; it may vary depending on the wealth and priorities of the district.</p>

<p>I felt sorry for the young teachers who had to finish their degrees on "company time." They had to run from class, drive an hour in bad weather to the closest university several nights per week, do university homework plus class preparation. Sometimes they made it overlap, which is clever if you can do this. I suppose we worked equally hard since I had to go home, cook dinner for everyone, and figure out how to get the oldest into college B.C.C.
(Before College Confidential). </p>

<p>KathieP, if you know: In your district, are the classes completely reimbursed or just partially? My D is considering a teaching profession now, so these are the kinds of things I need to update in my understanding. Surely it varies by district, like everything else in our nation. School funding is so much wealth-based depending on the surrounding property values, it's hard to generalize on these kinds of things.</p>

12

<p>P3T... I'm not sure a pulse was required. Certainly I wasn't sure all the profs had one.</p>

13

<p>On a very practical note, keep your focus! A common problem faced by young, ambitious teachers is getting bogged down by real life. Let me explain. It's easy to get comfortable with a teaching job and lose the vision of the doctorate. One gets comfortable with a salary, maybe a family--and all that goes with it. Pulling up stakes from a job and returning to the 'poverty' of grad school can be tough. Many schools will reimburse for good grades obtained toward a Master's degree. However, in order to succeed in higher ed many find it necessary to become a grad assistant and do the PhD in residence, rather than on a piecemeal, part-time basis. In addition, one is somewhat limited by logistics when teaching full-time and attending grad school at night. The really good programs may not be accessible to you on a part-time basis. Teaching English requires tremendous time outside of school which compounds the problem. Stay focused and set timeline goals, etc. I know there are lots of good programs out there, but don't overlook Michigan State--a great reputation.</p>

14

<p>Since I am feeling far less cynical this morning, I will point out that the various PhD programs vary a great deal from state to state and university to university. Harvard and Columbia, for example, are programs for those who aspire to national leadership--politics or big-district superintendencies, for example. The University of Washington has a PhD program aimed at those who want to be principals and small-district superintendencies. UMassLowell, where I attended, has an MEd curriculum for those who need their MEd to keep their certification and a PhD program for those interested in teaching teachers.</p>

<p>The kind of prep you need for any of these programs depends on the program. Getting into a master's cert-maintenance program is generally no big deal, regardless of program, because the states really have an interest in making those highly accessible. </p>

<p>Getting into a principal-cert PhD program is going to require a recommendation from your current district. That will require that you DO things that distinguish you from other teachers, many of which are mentioned above. I was highly thought of in my previous district because I wrote and received grants, usually for several thousand dollars each year. </p>

<p>I also was able to stay after school two days each week (and one morning before school) for an "office hours" session that was open to all students. While it might not seem like much to do--since you're young and eager--that was sufficient to distinguish me from other teachers. It helped that one of the students who came regularly was the son of a school board member.</p>

15

<p>"the future, I want to earn my Masters and Ph.D in Education in order to teach future teachers in schools that have credential programs"</p>

<p>I guess my question would be how far into the future? There are enough one year wonders out there, trying to advise dedicated teachers with all sorts of advice and guidence without experience. They are an extremely disrespected group of people. At some point in time your going to use the expression "when I taught.." and then someone will ask you "how long?" what will your answer be? If it's a year or two years, you'll feel the air leave the room and watch eyes roll to the back of their heads..</p>

16

<p>^^Opie, you just nailed 90% of those days spent in teacher training. I also felt sorry for the poor parents of our distrct having to lose income to stay home with their kids so I could hear all that stuff.
Guess this is MY cynical day.</p>

<p>I'm trying to remember what it feels like to be at the start of this profession, however, for the OP's sake. Also note what the political debate sounded like from Iowa yesterday. Half the Dem candidates are ready to throw out NCLB ("No Child Left Behind") as a failure, or tweak it significantly...so don't presume that will stay in place, either. I'd love to say some huge changes.</p>

<p>This OP intrigues me a lot, though. It's very unusual to decide, "I want to learn how to teach the teachers." Perhaps there are already teachers or education administrators in her family, or she just sat through some wretched h.s. classes and feels, I want this to be much better...and has the scope to envision "better" as for more than just her own students.</p>

<p>Anyway, this is a very commendable thread, and I don't want to ever let the musings from 3 seen-it-all teachers discourage anyone. Just consider Opie's point that to achieve credibility, the idea has to be roaring great. A typical response of teachers to new ideas is "I'm already doing that..." which is their way of saying to the presentor,
"Respect us. Tell us your idea, let us choose some part of it, but don't try to tell us to throw over everything we do and embrace your entire vision and program fully and completely."</p>

<p>Good courses for this OP would include anything on Education Reform, to see how big changes occur over time or in sudden shifts; both occur. Witness: sudden emphasis on Science/Math immediately after Russians launched Sputnik and Americans realized we're so far behind (not unlike today's concern but minus the big bang news story).</p>

<p>Education is very trendy, and sometimes the teachers do hold onto the reality but they can also lack for vision because our task is so day-to-day. Just musings...worth the price here on CC.</p>

17

<p>"Respect us. Tell us your idea, let us choose some part of it, but don't try to tell us to throw over everything we do and embrace your entire vision and program fully and completely"</p>

<p>Because usually your idea will be the complete opposite of who was there last year. Which was different from the person that was there two years prior and will probably be different than the person who comes next year after you. </p>

<p>This is my point about time. Give whatever your working towards some time to experience how your ideas work with different classes of kids. Five years at a minimum, maybe ten. The reason? Because maybe the year your idea worked the stars lined up and you taught a group of kids that were exceptional. That year. Two years later, you might want to quit because the class isn't as easy as the last two and your ideas are being crushed by the students..</p>

<p>Most of the people doing these kind of things bail from the classroom as soon as their idea clicks... they only deal from the positive situation.. Well education has positive and negative years based on the students. You will gather more teacher respect with your ideas when you share experiences where both good and bad happens... when it's a good class...everything's easy. When it's a bad class.. you get your battle scars..that's where your ideas are tested. Teachers respect fellow teachers who have experienced good and bad classes and survived. You will need to teach for a cycle.</p>

18

<p>I'd missed the "I want to teach teachers" part of this.</p>

<p>The BEST BEST way to become involved in teaching teachers--from my perspective--is to do it for years, be wildly successful at it, then teach CURRENT teachers through some sort of program like AP workshops or textbook introduction programs. </p>

<p>In order to keep my teaching credential, I have to take 150 hours of class time every five years. I go to AP workshops purely for the hours... but two years ago I took a course on teaching AP calculus just for the hell of it... and truly GOT calculus for the first time, because the teacher taught us by USING the methods he used. (Mind you, I had, at that point, two years of college calculus and an AP calc score of 5---thirty years before.) You don't need a degree for that kind of teaching.</p>

19

<p>OP, Xiggi just posted this on another thread. It's a magazine for teachers, perhaps you've heard of it? Anyway, was thinking of you:</p>

<p><a href="http://www.teachermagazine.org/login.html?source=http%3A%2F%2Ftalk.collegeconfidential.com%2Fparents-forum%2F432288-teachers-against-best-high-schools-rankings.html&destination=http%3A%2F%2Fwww.teachermagazine.org%2Ftm%2Farticles%2%5B/url%5D"&gt;http://www.teachermagazine.org/login.html?source=http%3A%2F%2Ftalk.collegeconfidential.com%2Fparents-forum%2F432288-teachers-against-best-high-schools-rankings.html&destination=http%3A%2F%2Fwww.teachermagazine.org%2Ftm%2Farticles%2&lt;/a>
F2007%2F12%2F12%2F14tln<em>tedrow</em>web.h19.html&levelId=1000&baddebt=false</p>

20

<p>Hello:</p>

<p>1st- I was about to cry of happiness when I saw how many of you replied to this thread that so few have replied to! Thank you so so much. And when I read your responses--of your responses truly were heart felt when I read them. I felt your care and genuine advice impacting and motivating me. Thank you a thousand million times. I feel that for a single teacher to accomplish something significant and revolutionary (and I want to be that revolutionary teacher) I need to have the support and help of people like you who are willing to put in the time to help me. Thank you. Now I will address each of you. </p>

<p>Mombot- I was actually afraid to ask my teachers at my school because they see me as a credential student teacher. What would they think if I told them (before I’m actually a teacher yet) that I am looking ultimately to get out of there to pursue higher education. Seriously, my heart is with my students in the curriculum but I can’t have a big impact on a great amount of people if I stay there. But I will definitely get my heart ready to ask them—no matter what they think of it. Thanks. </p>

<p>Cathymee- Yes—I will eventually pursue a Masters but the masters I pursue isn’t the same for me as for other teachers who will continue to be classroom teachers for the rest of their lives. Because my ultimate goal is at the university—I need to pursue a different Masters—Masters in Education. Thank you for your questions and comments!</p>

<p>Kathiep- I’m saying my situation is unique because most undergraduates don’t find a job and go straight to graduate school after receiving their Bachelor’s. They usually have some research experience. But I’m teaching so I am responsible for my students while I apply to graduate school so I’m working instead of in college. I’m asking about what I can do to distinguish myself before I apply to graduate school. Thanks for sharing your story about your daughter. I'm happy so many of us choose to go into education---it is a very honorable position to go into. </p>

<p>Midmo- Thanks for telling me about what others have done. I know research is key and need to find a way how I can do research while I’m a classroom teacher. Can you update me on how the top programs are changing? I will read up on this as well. Research is go far away from me now because I don't have so much experience with it. Will need to find some way to make it a part of my life. Thank you for your advice and time. </p>

<p>Paying3tuitions- Your responses are truly inspiring. I thank you for these deep ideas. I purposely want to work at a multicultural school setting with diversity in a lower income area because I want to be there to find resources for these children who truly need good teachers and facilities. I will learn this summer on how I can write grants. I love ALL the ideas you have. Fieldtrips are so important because our students truly need real life experiences. It isn’t that reality needs to reflect what’s learned in school but that school’s curriculum needs to reflect what’s happening in society and the best education is through field trips—authentic experiences. Learning through experiencing is the best way! Thank you again. I can’t say express how much your ideas affect me deeply. </p>

<p>All of you are deeply knowledgeable! I’m so lucky to have such a wise group of parents!</p>

<p>Beil1958- You are so right on being focused! I have so many dreams but at the same time so many challenges. As a student teacher, I’m learning so much everyday and it is quite overwhelming even though I love learning. Sometimes though, I need to stop and breathe in order to absorb everything. It’s actually hard for me to get comfortable and I don’t allow myself to do so because I know my students or future students won’t be “comfortable” if I don’t continue to work hard. Thank you for your important words. </p>

<p>Dmd77- You are very knowledgeable on PhD programs. You are right—there are too many PhD programs and they all are for different people with different types of goals. Some are more suitable for administration. I need to learn more about their programs. Thanks for posting here. </p>

<p>Opie of Maybery2- You ask how far in the future? How long do I plan to stay in the high school classroom—as long as it takes to make a significant positive impact on my future students. I don’t want to just teach and master teaching and then say good bye to my students. I want to make a significant impact—want to change the system of my school so my students are able to have opportunities that maybe weren’t available for them. My estimate is at least 3 years but more realistically it would be 5-7years. But we’ll see. Thanks for your time and care. </p>

<p>Thank you Opie and Paying3tuitions for your insights and every single parent who has read and/or posted on here. I can learn from all of you. A shoutout to all the parents who have posted—my heart goes out to all of you. You have just made my day! Thank you!!</p>