| What are the purposes of the current education reform movement? |
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Changes in rules and relationships.
Teachers working extra hours planning, communicate w/ families, participating in school based activities and helping students learn as well as perform highly on the standardized tests. |
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| Why is Philosophy education important? |
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| Will guide and direct teaching |
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| Active process of thinking before teaching, during and after to make decisions about how to plan, access and teach |
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| Professional Learning Community |
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| Group of educators to reflect, practice action research and ongoing professional development. |
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| Professional Dispositions |
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| Values, commitments and ethical decisions and practices that influence behavior toward students, families, colleagues and members of the professional community. |
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| Process of growing and becoming a professional |
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| National battery of test prepared by the educational testing service available for the initial certifications of teachers |
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| Beliefs about children’s development and learning and learning the best ways to teach them |
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| Salary increases based on student achievement and classroom performance, replacing merit pay |
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| (N.E.A) National Education Association |
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| Oldest and Largest professional association for teachers and administrators. |
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| Values that relate to beliefs about the nature and purposes of life; your role and calling in life. |
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| Beliefs that include what you believe about the nature of students, the purpose of education and teacher roles. |
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| Teachers beliefs about their ability to teach efficiency and about the ability of their students to learn. |
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| How well teachers are able to promote learning in their students |
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| Teachers responsibility to parents, board of education and their students. |
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| Professional collaboration |
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| Working cooperatively with teachers, staff, parents and community members to improve schools and the learning-teaching process. |
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| Educational and social integration of children with special needs into the educational process in the general classroom |
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| Practice of ensuring that all students with disabilities participate with other students |
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| Developmentally appropriate instruction |
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| Instruction that is age and individual appropriate for each student in the program |
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| Collective teacher efficacy |
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| Group of shared belief in its capabilities to organize and exealte courses of action requires to produce given levels if attainment. |
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| Routines and practices, classroom management approach, assessment of student progress, quantity and quality of instruction and student/teacher interactions |
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