What specific part/quote from the reading stood out to you? (Include Page #) by

2024-03-11 19:59:42 UTC

Pg 120-121 "To attract talented young people to the profession, the first step is offering a salary schedule that recognizes the importance of the profession... the average education major is a below average college student" WOW! This hits to the heart of what we just went through with contract negotiations. If we want talented people to stay in the profession, we must who the value of the profession in society. - Kala

2024-03-12 21:18:02 UTC

I really liked one of his last comments that we don't have to do this all right now, small steps are still progress. "Do something well and begin from there" 152

jomacdonald3 — 2024-03-12 21:18:29 UTC

I thought it was really interesting to see again the concept of apprenticeship in the profession and how much of an influence it could have on teacher burn out I love this idea. A revolution has to happen and I believe the trades have been using a system that has been working since the beginning of time (even before an education system was set up).

2024-03-12 21:19:16 UTC

Pg 128: "The isolation of their classroom is often viewed sadly as a blessing: feeling that they're not doing well enough, they hope to be left alone and never observed." I notice this a lot with teachers, even veteran teachers, who seem to think their observations will go poorly. As if they are a bad teacher (which usually isn't true).

2024-03-12 21:19:29 UTC

"I am always learning and my excitement in learning is always fresh" pg 141. I am student teaching in the fall for my special education degree and I also hope to have this same attitude towards both teaching and learning. As a teacher, we are frequently the student, learning right along side of others.

-Caroline

reosburn — 2024-03-12 21:19:39 UTC

page 133

Unless you impove your own skills, you cant teach a good lesson even with a good lesson plan or good textbooks. Rebecca

mocochran — 2024-03-12 21:22:37 UTC

Pg 153 " The implications of my work seem tenuous or even empty if the only paradigm being discussed is scaling up. Scaling up works for systems, not for an ethic that is built carefully, by hand, over time" I take this to imply that we can't have a big cookie cutter system of ways we achieve excellence in education, but by smaller bite size chunks of working with the culture within a community. Molly

2024-03-12 21:24:55 UTC

page 130 "thinking about teachers as scholars..." This section reminded me of my mentor, Dr. Steve Gordon. This was his mantra. I was lucky to meet Steve when I was a new teacher and have him along side of me until he passed away last year. He was part of the National Writers Project and every where he would go he would have research articles to share with anyone who was interested. I was part of his inquiry group and we got to choose PD topics we wanted to work on- our individual inquiry was far from mandates. Teachers were intellectuals who could create their own project and conduct their own research. This fueled me as a teacher. Still does. As a new teacher, I was surrounded by good scholarship and lots of support. I even had the opportunity to attend HGSE workshops and Project Zero workshops. All that Ron Berger spoke about in this chapter- to cultivate the growth of teachers I was exposed to. It is growth mindset piece that I love so much. The idea that we strive to be better than we were the day before in the classroom. Bethany

debruggenthies — 2024-03-12 21:30:09 UTC

Takeaways for me were to have more teacher preparation instead of new teachers getting thrown in with the toughest classes.

P. 130 apprenticeship which ties into what I said above with having guidance from experienced professionals

I also liked when he said that good teachers both inspire students and are inspired BY students. Lastly, when teachers don't have to use the same material year after year and get to design curriculum, make challenging projects. There is too much standardizing and not enought innovating. Denise

2024-03-13 13:30:02 UTC

pg 141 - "I'm trusted in my job...I do not teach the exact same material in the same way year after year and I do not teach out of dry textbooks. I design curriculum, continually. I'm always learning, and my excitement in learning is always fresh". I respect this level of professionalism. It is a respect that is earned through years of self learning and demonstration of professional growth. Oversight (or perhaps more appropriately, " apprenticeship") is necessary in the early years of teaching. However, I think much great teaching is stifled through lack of professional respect and autonomy -- an autonomy based on trust built from years of quality work.