Afford aspiring teachers substantial time in the field to gain deep and
detailed classroom knowledge.
Not exact matches
While the conversation would be broad, the agenda should be narrow and focus on three immediate needs: 1) radically improving the quality of candidates coming to the field; 2) identifying the specific content of coursework necessary to improve teacher
knowledge; and 3) and
detailing the practical experiences that new teachers need in order to ensure they are effective in the types of
classroom contexts in which they plan to teach.
We trained ourselves as observers to reliably document instruction in the lessons we observed based on our modification of Newmann «s assessment of authentic instruction.313 We recorded what we saw and heard on an observation form that included two main sections: 1) basic information about the context,
details of the lesson, how class time was used, how students were organized for instruction and learning, the kinds of technology used during the lesson, and a description of any positive or negative features in the
classroom; and 2) assessments of instruction using four of Newmann's five standards of authentic instruction: higher order thinking, deep
knowledge, substantive conversation, and connection to the world beyond the
classroom.
With
detailed teacher background material rich in science and mathematical content, descriptions of the pedagogical content
knowledge needed to teach and assess effectively, and explicit links to the core ideas in the standards and research on learning science and mathematics, these books can transform teaching and learning in your
classroom or professional development setting.
The link that is at once present and absent is how the United States is to develop an adequate supply of teachers that can master the practices — pedagogical content
knowledge,
classroom efficiency, and authentic caring — that are described in such loving
detail in these two books.
The administrator takes specific,
detailed notes of
classroom observations, including the teacher's management and
knowledge of the subject matter.