Vision Ior Teachers

Teachers enjoy acquiring and sharing knowledge. Educators play multiple roles in the
lives oI students. Teachers accommodate various learning styles and student needs. Educators
conduct a task analysis and determine multiple methods to explain concepts and teach skills.
They are passionate about learning and know when to include humor in discussions. Teachers
are knowledgeable about the subject that they teach. They build relationships with students,
parents, administrators, and members oI the community. Educators should be aware oI cultural
diIIerences and take steps to avoid a cultural mismatch in the learning environment (McIntyre,
2004).
Meaning of Being a Teacher
Teachers assist students with reaching their dreams. They plant seeds that sprout into a
Iuture generation oI thinkers and doers. Educators provide a Ioundation Ior learners to pursue
various career paths. Well-educated individuals have tools to become productive citizens.
Teachers also provide counseling and case management services. Counselors listen to student
needs and provide suggestions about ways to improve current situations. Case managers give
inIormation about school and community resources that individuals need. Teachers Iill various
roles to provide students with what they need to be healthy and Iocus on learning.
Teachers and Children in the Classroom
Student learning is the Iocus oI teacher evaluation. The district uses the Iirst three
domains that are in the Iramework created by Danielson (2007). Planning and preparation takes
place during the pre-observation and observation stages. Teacher knowledge on planning
activities that emphasize thinking, availability oI student choice, and encouragement oI depth are
a part oI the assessment to determine iI teachers are competent in the Iirst domain. Classroom
environment is the second domain. Administrators observe teachers to monitor iI they have high
expectations Ior all students and to evaluate iI they are wasting time on issues that arise due to
poor classroom management. The Iinal domain is instruction. Supervisors observe to see iI
teachers give clear instructions and engage students in learning. Focusing on student learning is
a strong point in a district`s evaluation and supervision process.
Learners enjoy having discussions, reading, writing, and answering questions. Students
comprehend and retain more inIormation when they are actively involved in learning. Educators
have an opportunity to observe and reIlect on the learning process. Learners can create new
knowledge and apply it in the classroom and real liIe situations. Learning activities include
projects and case studies. Teachers explain the requirements oI an assignment. Students
determine methods to demonstrate their competency. Educators and learners can use technology
to learn and apply skills. Scenarios provide an opportunity Ior students to simulate real world
experiences (Cornish, 2004). Mathematical word problems and story prompts are two types oI
learning activities that use scenarios Ior students to respond. These types oI activities assist with
developing and enhancing critical thinking skills.
Teachers and Children within the Community
Children within the community observe teachers and make assumptions about learning.
II children have positive interactions with teachers, they are likely to have a better attitude about
school. Teachers in the community can make an impression in the lives oI young people beIore
an individual has a Iormal educational experience. Educators serve as role models Ior children in
their community.
Teachers Relate to Students
Several teaching strategies can assist with improving student learning and teacher student
relationships. Teaching and learning is a process that is similar to salsa dancing. Both situations
include a leader and a Iollower. Sometimes partners switch roles. Everyone contributes and
beneIits Irom the learning process. EIIective educators plan and implement lessons that are
student Iocused. Some activities allow Ior collaboration. The teacher listens to the students`, in
some instances the parents` positions, and uses suggestions to negotiate some oI the learning
requirements and activities. Collaborative leadership styles allow all stakeholders to participate
in the decision-making process. Students should actively participate in learning (Glickman
2002). Learners enjoy having discussions, read, write, and answering questions. Students
comprehend and retain more inIormation when they are actively involved in learning. Educators
have an opportunity to observe and reIlect on the learning process.
Teachers and Other Stakeholders
Teachers and members oI the community should create a positive vision oI what students
have the potential to do. In a student learning culture, educators and learners share responsibility
Ior improving teaching and learning (Firestone, 2009). Educators should discuss best teaching
practices that can improve student perIormance. Teachers make connections with local
businesses and organizations. They make reIerrals to assist students and their Iamilies with
establishing contacts and securing resources.
Educators are oIten responsible Ior the care oI children Ior extended hours on a school
day. Many parents have busy schedules and spend a limited amount oI time with their children.
Teachers are responsible Ior keeping children saIe and teaching the skills that they need to reach
their dreams. Educators play signiIicant roles in shaping and molding youth, as they become
adults.



















ReIerences
Cornish, Edward (2004). Futuring. The exploration of the future. Bethesda, Maryland: World
Futuring Society.
Danielson, C. (2007). nhancing professional practice. A framework for teaching. (2
nd

ed.). Alexandria, VA: Association Ior Supervision and Curriculum Development.
Firestone, W.A. (2009). Accountability nudges districts into changes in culture. Phi Delta
Kappan, (90)9, 670-676.
Glickman, C. (2002). Leadership for learning. How to help teachers succeed. Alexandria, VA:
Association Ior Supervision and Curriculum Development.
McIntyre, T. (2004). Does the Way We Teach Create Behavioral Disorders? New York, NY.