Teaching in K 12 Schools
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Table 21 Types of Teachers, Types of Schools, and Licenses
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Type of Teacher Preschool Elementary school Middle school Type of School Prekindergarten or nursery school Kindergarten, Grades 1 6 Grades 4 8, grades 5 7, grades 6 8, or grades 6 9 Junior or senior high school, core subject Grades 6 8, grades 7 9, grades 8 9, grades 7 12, grades 9 12, or grades 10 12 Special area (music, art, physical education, special education, home economics, industrial arts, or foreign language)
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License Required Usually not licensed Early childhood license or K 6 license K 6, K 8, or secondary school teacher license1 depending on grades encompassed in school K 8 or secondary school teacher license1 (the latter endorsed in eld of specialization), depending on grades encompassed in school K 6, K 8, K 12, 7 12, or 9 12 license (the latter three endorsed in eld of specialization), depending on grades encompassed in school
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K 6, K 8, K 12, grades 7 12, grades 9 12, or grades 10 12
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Almost always with a major in a subject; sometimes also with a minor in a subject
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sities have such preparation programs, but in practice middle schools have been staffed largely by teachers trained as elementary or secondary school teachers Most special-area teachers are included in Table 21 Special education teachers, who serve exceptional children (children who are disabled or gifted), also are included A few special education teachers still work all day in special rooms for students with disabilities Often these children are not classi ed by grade level Other special education teachers work for part of the day with students, who rotate between regular classrooms and special education, and for the other part of the day with regular teachers The practice of inclusion placing exceptional children in regular classrooms is changing the role of most special education teachers They are becoming consultants to, or coteachers with, regular classroom teachers Special education teachers and other special-area teachers, such as specialists in reading and speech correction, are discussed in 5, along with school counselors, school psychologists, nurses, social workers, and other special service personnel
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Political Influences on Teaching and Schooling Following the launch of Sputnik in 1957, political, industrial, and military leaders, as well as citizens across the country, became highly concerned about the adequacy and quality of American education The resulting efforts have not affected teachers directly, but they have gradually changed a number of the nation s educational goals and policies Perhaps most important, they have drawn attention to the importance of education A fairly recent example occurred in 1989 At the invitation of President George H W Bush, the governors of the fty states met to discuss the condition of American education They agreed on six national goals to guide the improvement of education, including having all children starting school ready to learn and increasing the high school graduation rate to 90 percent The goals were discussed across the country and became generally accepted as targets for revitalizing schooling Through a national goals panel, the public, state legislators, and boards of education became more active in promoting education In 1994, with support from the Clinton administration, two goals were added to the original six, and all eight were sanctioned in a law called Goals 2000: The Educate America Act
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These goals were superseded by new federal legislation in 2002, called the No Child Left Behind Act This legislation, proposed by the administration of George W Bush with congressional support, stated its mission in six goals: 1 2 3 4 5 Create a culture of achievement Improve student achievement Develop safe schools and strong character Transform education into an evidence-based eld Enhance the quality of and access to postsecondary and adult education 6 Establish management excellence Most citizens would endorse these goals The program speci cations and requirements, however, may elicit a mixed reaction They make obvious a more directive agenda and avor: for example, an objective that all students read on grade level by the third grade; more federal oversight; and a narrower focus on education, especially prekindergarten through grade 12 Some provisions of the No Child Left Behind Act, for states that participate, are as follows: Assessment of students in mathematics, reading, and science (no other subjects) Participation in the National Assessment of Educational Progress Development of standards for adequate yearly progress, with all students to reach pro ciency or an advanced level of achievement within twelve years Adherence to a sequence of consequences (such as school choice that is, allowing parents to choose to send their children elsewhere in the public school system, or to private schools) for schools that fail to meet the standards for adequate yearly progress for two or more consecutive years Modi cation of formulas for allocating funds, in order to target high-poverty districts Assurance that teachers meet the act s de nition of highly quali ed by the end of the 2005 06 school year Expansion of federal support for school choice
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