Chapter Summary

	Teachers, Schools, and Society by Sadker & Sadker
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Chapter 1: Becoming a Teacher

Chapter Summary

When weighing the merits of teaching, both advantages and disadvantages must be considered. On the negative side of the ledger, teachers typically earn less than wonderful salaries, lack professional respect from others, get bogged down by routine, have inadequate time for contact with other adults, and face frustration when idealistic goals collide with student apathy, parent hostility, and the demands of old-fashioned bureaucratic red tape.
On the positive side of the ledger are rising salaries the growing pride in the profession, the joy of working with children and caring colleagues, and the intellectual stimulation that are so often a part of classroom life, as well as the opportunity to affect the lives of the nation's youth. As teacher Christa McAuliffe said, "I touch the future. I teach."
In colonial times, teachers were treated as meek and docile servants of the public. Their conduct both in and out of school was scrutinized closely, and their income was so meager that many had to board with different families to make ends meet. From these beginnings, those in the field of teaching have struggled for greater income, respect, and professionalism.
There is an ongoing debate as to whether teaching is a field that has reached true professional status. Some claim it has not and is, at best, a semiprofession. To support their point of view, these critics note the short preparation time needed for becoming a teacher and the employment of teachers with little or no training, in programs such as Teach for America. Critics also cite the lack of teacher influence over certification and curricular standards. Teacher are not even central in determining who is permitted into the field or who should be forced out of teaching due to incompetence.
Those who claim that teaching has earned full professional status assert that it is one of the most noble occupations. Its knowledge and research base is growing, and a number of colleges and universities now require more study (five years) to meet minimum teacher education requirements. In addition, most states now administer qualifying exams, another indication that the entrance standards to teaching are being raised. The development of a National Board for Professional Teaching Standards to identify "board-certified" teachers, teachers who excel in their professional skills and competencies, represents a new level of professional development.
Initially, teaching was considered only temporary employment. In 1823, a private normal school was established to provide future teachers with formal training. In the 1900s, many private universities established teacher education programs. Today, reform reports, including Tomorrow's Teachers and A Nation Prepared, urge higher standards, increased professionalism for teacher preparation, and recognition of superior performance through board certification.
The vast majority of teachers surveyed indicate that they are satisfied with their jobs, but there are problems. While teachers' salaries have improved, many teachers believe that their pay is still inadequate. Local conditions have a major impact on teacher satisfaction. On the teacher's wish list for job improvement is lighter workloads, more parental backing, fewer discipline problems, and greater administrative support.
Public opinion research indicates that, on a number of key points, teachers, education professors, and the general public differ on what schools should value and emphasize. On discipline, for example, professors view management problems as a sign that teachers believe that tough classroom standards and rules are a prerequisite to learning. Classroom teachers and the general public are also more likely than the professors to support ensuring that new teachers instill traditional values, including punctuality, neatness, competition, and tougher promotion standards.
What are the most important skills for new teachers to master? It is unrealistic to believe that any teacher education program can meet everyone's needs or expectations in this area. Teacher candidates must become active participants in their own professional development, refining their own approach to teaching and exploring resources in addition to those offered by their "official" teacher education program.

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