Teachers, Schools, and Society by Sadker & Sadker
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1. BECOMING INFORMED ABOUT THE JOB MARKET pp. 31-32 There are dozens of sites on the Web that feature job listings and other employment resources for teachers. Although you are probably not yet available to take a teaching job, that does not mean that you should simply ignore these resources either. For this exercise, we suggest you use one or more of the following sites (you may use other sites if you prefer -- check this chapter's Web links for alternatives):

K12jobs.com

Education World Employment Listings

The Teacher's Employment Network

Teachers @ Work

Start your future job search now by perusing these sites and bookmarking your favorite job descriptions (try to collect at least 10). Which jobs did you bookmark? What characteristics do they have in common? Which jobs are you not interested in? What do they have in common? What has this process taught you about yourself?

2. DEVELOPING A PORTFOLIO p. 34 (plus all Inter-mission activities) This chapter introduced you to the concept of the teaching portfolio. The Webster University School of Education maintains a collection of on-line resources for teachers who want to know more about electronic portfolio constuction. Click here to visit this site. Summarize the various electronic and on-line tools you can use to build your portfolio. How can the Internet help you to create a more powerful portfolio? What portfolio artifacts can you prepare and preserve online? What are the advantages and disadvantage of on-line or electronic portfolios?

3. TEACHER TENURE p. 42-45

The following links will take you to on-line articles about teacher tenure. Use these articles (and other on-line resources, if necessary) to answer the questions below.

"The Facts about Teacher Tenure"

"Ever Try to Flunk a Bad Teacher?"

"Time to Get Off the Tenure Track"

Pennsylvania Education Policy Center (links to various articles)

What are the pros and cons of teacher tenure? What is your opinion on this issue? What organizations are involved in supporting or attacking tenure? Are there groups that reflect your point of view? How would you feel about working without tenure protection?

4. THE THIRD W -- WHERE? p. 29

Where will you be teaching? Are you open to moving, or committed to one geographic area? Perhaps looking at the changes in high school graduation rates will help. Click here to view the reported increases and decreases in high school graduation rates. Are you interested in moving to an area of growth -- or are you already in one? Will these numbers influence your decision-making?

For related educational statistics, visit the National Education Goals Panel Web site.

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