TheProfessionofElementaryEducation

HayleeHartzog

EnglishIIIHonors
Mrs.Kopp
February26,2014


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HayleeHartzog
Mrs.Kopp
EnglishIIIHonors
February26th,2015

TheProfessionofElementaryEducation
Education began with the discovery and passing on of ideas. Since that time the act of
teaching has evolved into a skilled profession that continuously grows. Not only has the field
shown growth over time but expectations show the ability for great future expansion. Colleges
focusing on the teaching profession have also expanded over time and developed advanced
systems in order to better prepare those in the field of education. Students considering this
profession should enter it with the knowledge that while the present day profession has
advantages, such as opportunities for advancement, disadvantages such as financial
considerations continue. Productive environment and ample time off persist as the most
persuasive attractions in the field of education. The teaching profession has proven a viable
career choice based on the constant growth of the industry, the opportunities for advancement,
andtheflexibilityofthecareer.
Around 4,000yearsagotheprofessionofteachingemerged. Overtimeresearchershave
discovered cuneiform tablets with detailed drawings showing the development and
transformation of ideas. These tablets portrayed some of the first examples of the acts of
teaching. The drawings mostly depicted older members of society surrounded by younger


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members (Teaching as aCareer5). Thesepictureshelp researchersunderstandtheimportance

teaching held from the beginning of time. As time progressed the Greeks and Romans
incorporated the profession of teaching to formulate a knowledge based society. The people of
this time used teaching as the primary step into civilization (Teaching as a Career 5). The
profession provided organization for people and their ideas. Students felt passionate about
education and wanted to master their professors lessons. However, duringthisage,knowledge
indicated wealth. Therefore, only those of distinguished homes received education (Teaching
as a Career6). Thiscreatedagreatdisunionbetweenclasslevels. Outofthis segregationcame
astruggleamongpeopleforequalopportunitiesforeducation.
Eventually, during Andrew Jacksons Presidential term the idea of free public schools
began to circulate (Teaching as a Career6). Thefirststatesupportednormalschoolopenedin
1839 in Lexington, Massachusetts with only three students (Parker 1).

Normal school

enrollment grew significantly from threestudentsin1839toovertwentythreethousandstudents

in 1875. The number of state supported schools increased to seventy and spread to twenty five
different states (Parker 4). As normal school courses proved continuously successful they
advanced in duration (Wilson 4). For example, schools that at one time only taughtgradesK5
expanded to K12.

These expansions helped advance education and provided greater

opportunities for children. In 1874 the Kalamazoo case gave legal right to use local taxes in
order to fund public schools, increasing the amount of public high schools dramatically (Parker
6). The governments involvement largely promoted development in the public school system.
However, todays society consistently experiences a growing gap in the education of different
areas. In efforts to manage this, the federal government, as opposed to local government, has


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increased its involvement. The role of the government in schools will most likely continue to
increaseovertimeunlesstheindividualschooldistrictsevenouttheshortcomings.
Despite the growing gap in education the United States currently has 16,800 operating
public school districts which employ over 3,145,000 teachers (Parker 7). A correlational
relationship exists between increasing number of public high schools andindustrygrowth. This
growth indicates great possibilities for the future. For example, in the future school districts
hope to improve teacher recruitment and preparation (Wilson 1). The developmentofpathways
like Teach For America have helped schools in the process of recruiting teachers. These
selective pathways recruit individuals to undergo five weeks of comprehensive training before
they begin teaching (Wilson 2). This training helpstobetterprepareateacherfortheclassroom
scene. In hopes to strengthen teachers abilities in the future, colleges hope to create more
intensive coursework, require a capstone project, and offer more student teaching experiences
(Wilson 3). The future for teaching continues to look very bright. As education continues to
developsowilltheteachingprofession.
To understand the history of colleges sensing the importance of educating future
educators with teacher specific courses,oneonlyneedstolookwithinourstate. In1785Samuel
E. McCorkle founded the North Carolina at Zion Parnassus Academy in Salisbury. This
academy worked to educate students specifically in the teaching profession (Parker 5). Schools
that created programs specifically for teacher education greatly advanced the field by providing
specialized training. This early teacher education encouraged the future development of
universities designed to better prepare those in the teaching field. As a result, in the years
18891893 Chapel Hill offered special courses for teachers which later inspired the Chapel Hill


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School of Education (Parker 7). Colleges offering the possibility of education in this specific
career choice encouraged many to pursue the profession and more training. In the 1900s, in a
quickly industrializing society, the demand for higher education rose. Inattempttogovern this
the President at Harvard University, Charles W. Eliot, created an elective system with a larger
subject based major minor program, graduate programs, and summer schooling opportunities
(Parker 7). Along with this, the fieldofteachingdeveloped morechancesforhandsontraining
inanactiveclassroom. The topfivecollegesknownspecificallyfortheir educationmajorstoday
are Michigan State University, Pennsylvania State University, Ohio University, Stanford, and
University of Virginia (College Crunch). Aspiring teachers attend these colleges specifically
for the specialized education. Many students believe that attending auniversityknownfortheir
successful education majors will advance their chances of achieving a prosperous education
career. In order to ensure this, school training programs constantly create updates in order to
staycurrentwiththechangingsociety.
Veteran elementary teacher, Sherry Wentzle, feels that specialized coursework help
teachers in the classroom. Shestatedthatprogramsfocusingonbehaviormanagementaided her
success in theprofession. Sheexplainedthateachnewteacherobtainsamentortohelpwiththis
challenge but coursework focusing specifically on behavior management helped her greatly.
Coursework focusing on child development has also proven crucial to a new teacher(Wentzel).
As a teacher, one needs to understand key signs to look for in a childs developmental process.
An elementary school teacher needs to recognize developmental delays in order to ensure the
most beneficial learning process for the child. Coursework in specialized classes like behavior
managementandchilddevelopmentproveinvaluabletoateacherseducation.


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As a teacher one needs to possess certain characteristics. A study involving four South
Australian schools showed what expectations students held for their teachers. The top four
ranked expectations included the following: a teacher's ability to explain material, a teachers
ability to engage students in the material, a teachers approachableness, and a teachers
encouragement to students (White, Bruce, et al). Thisstudyprovedthatstudentsunderstandthe
importance of a teachers guidance in the classroom. Another study examined the thoughts of
students of two age groups, grades 69 and grades 1012. In this survey the most valued
characteristics of a teacher were friendliness and understanding (Lnemets, Urve, et al 29).
This study helped prove that students feel more comfortable approaching a teacher if he or she
portrays themself in an affable manner. Third grade teacher Sheri Wentzle believes that the
fundamental qualities for a teacherincludeflexibility,organization,patience,aloveforchildren,
and work ethic (Wentzel). Regarding flexibility, each student learns differently and using one
teaching style for all does not always work. Forexample,somestudentsmaylearnbestvisually
while others learn better orally. As a teacher one would need to accommodate all students in
order to facilitate optimal learning. Keeping students work and the classroomorganizedproves
imperative to a successful teacher.

An organized classroom teaches students to take

responsibility for their items and workspace. Ifastudententersaclassroomthatappearssloppy

and chaotic they most likely will have trouble concentrating. Disorganization encourages
students not to care about their work or how they perform in school. Teachersalsohavetostay
patient when working with a variety of students. If students see a teacher frustrated they will
most likely feel discouraged andgive up easierontheirwork. Asateacheroneneedstocreatea
positive atmosphere for the classroom inorderforthestudentstofeelgoodaboutthemselves. A


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student should never feel subordinate in the classroom. A teacher needs to make each student
feel important and value their opinions.

Students at the elementary level prove very

impressionable. Therefore, a teacher must model respectful behavior in the classroom. In

addition Mrs. Wenzel feels one needs a strong work ethic in order to become a teacher. While
rewarding, teaching requires many tedious hours grading papers, creating lesson plans, and
managingclassroomissues. Teachersholdtheresponsibilityofinfluencingyoungliveseachday
they work with them (Hawkins). A teacher needs to have manyattributesinorder toencourage
students to havepassionaboutlearning. All ofthesequalitieshaveprovenessentialforateacher
tofindsuccess.
Within the field of education one can find many opportunities for advancement. The
prime approach to advancement in the field of teaching remains more education (Wentzel).
According to a survey completed in the districts of Newfoundland and Labrador 81.9% of
respondents wanted their masters degree in teaching for an increase in salary, 74.5 % of
respondents received their masters because they wanted to become a better educator, 41.2 %
wanted to become a leader at the school or in the district, 32.4%receivedthedegreeinattempt
to prepare for a different school position, and 10.2 %receivedthedegreetopreparefordoctoral
studies (Tucker, Janice, and Marian Fushell). Therefore, most teachers use a higherdegreeasa
common approach to advancement inthefieldofeducation. Afterreceivinganadvanceddegree
to increase ones salary, one could look for a position as a principaloradministrator. Ateacher
could also apply for the National Boards to advance their salary after teaching for three to four
years. If one passes they will receive a twelve percent increase in salary (Wentzel). Many
teachers simply want to further their education for altruistic reasons. These individuals feel a


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deep responsibility in providing their students an extensive and deep understanding of their
subject. The school district also often gives teachers opportunities of authority. Administrators
usually encourage classroom teachers to join committees within the school in order to
demonstrate their abilities. For example, a grade level facilitator (GLF) takes care of a certain
level of teachers. This job would include working out the problems that each teacher might
have, organizing field trips, and reporting back to the principal. Another team includes theSIT
(student intervention team). Teachers on this team create different strategies to help struggling
students. If they do not see progress, academic testing takes place to determine if the student
might have a learning disability. Some schools also have a School Improvement Team.
Teachersonthisteamwouldreportconcernsoftheschoolbacktotheprincipalorheadofschool
(Wentzel). These committees not only advance the role ofateacherbutalsohelponeworkinto
a higher level of authority. Finally, manyeducatorsacquiretheirmastersdegreeineducationas
a stepping stone to further education. Onecanonlyobtainadoctoratedegreeaftercompletinga
masters degree. In order to obtain a position of authority in education administration, such as
superintendent of schools, one must obtain a doctorate of education in most school systems. It
seemsfittingthatadvancingoneseducationremainsapriorityamongeducators.
Like any career teaching has both advantages and disadvantages. Forexample,teaching
functions as a very flexible career. The nature of the teaching profession makes it a realistic
career ifoneneedstomoveorwantstohavetimeforafamily. Teachingprovidesthepossibility
for absences, either short term, or in the case of a sabbatical, long term and a return to work as
long as one keeps credentials current (Wentzel). As a result of the high demand for teachers
relocations do not create hardships on a teachers family. The teaching profession provides


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flexibility in change of address. The ample time off awarded to teachers remains another
advantage of the education field (Wentzel). Teachersonlyworkninemonthsoutoftheyearand
receive almost all holidays off. Time off during the summer allows time to pursue traveling,
further education, seek other jobs, etc. However, in order to work in the field of education one
also needs to have a flexible personality. Changehappensofteninthisprofession:newteaching
methods, testing standards, and the importance of scoring (Wentzel). Teachers have to learn
how to adapt their teaching methods to new standards anddifferenttests. Nonetheless,teaching
is a very rewarding career. When asked why one chose to have a career in teaching many
expressed the gratifying feelings they have in a career that contributes to society (Azman,
Norzaini 122). When working in the classroom teachers canrecognize thegreatinfluencethey
have on their students and the environment surrounding them. Teachers can impact the way a
student looks at learning and the attitude they have. Students often form special relationships
with their teachers because of the amount of time spent with them. This makes the career of
teaching valuable. However,withintheelementaryeducationfieldsingleteachersoftenstruggle
to make it on their own with the salary provided. This profession worksbestinafamilyoftwo
working partners. Someschooldistrictshaveevenconsideredbasingteachingraisesonschools
growth in testing (Wentzel). Most teachers remain frustrated with the amount they make.
However, when speaking of teacher salary one must remember the amount of time taken offby
teachers. When considering the occupation of a teacher one must take into account both the
disadvantagesandtheadvantagesinordertomakeabeneficial,educateddecision.
Typically, a teacher remains very active throughout the school day. An elementary
school teacher usually works ten hours each school day, from approximately seven AM to four


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PM. Additional hours of work on weekends depend on the amount of work accomplished that
week. Usually a teacher will arrive at school an hour before the school day begins for the
purposes of organization before the students arrive (Wentzel). Inthistimeateacherreviewsthe
scheduled lessons for that day to ensure readiness. Teachers early arrival for the school day
allows them to prepare and, in a sense, centerthemselvesbefore thechaoticchattercommences.
Typically ateacherusesthefirstmomentsafterarrivalof studentsforinformalconversationwith
his or her students. These moments allow for the fostering of respectfully friendly relations
among students and teacher.

For example, a teacher could inquire about a students

extracurricular activities or how their evening went. Instruction will start with the subject of
math, language arts, or writing for an hour. Students will then break approximately twenty
minutes for a snack. After the snack the teacher will continue with the next two topics (either
math, language arts, or writing) for about an hour and a half. Then, students break again for
recess which lasts about thirty minutes. During this time the teacher must monitor the students
to minimize injuries and ensure that students adhere to school rules. Next students have thirty
minutes to eat lunch. Teachers usually eat lunch at the same time. After lunch students will
have about twenty minutes of silent reading time. Students will then study the topics of social
studies and science for roughly fortyminutes. Afterthistheteacherwillpreparethestudentsfor
their encore class, either spanish, literacy, physical education, art, or music (Wentzel).
Coinciding with this, main classroom teachers typically have a planning period. Teachersusea
planning period to grade work, organize the classroom, and create lesson plans. When students
return to the classroom they will packuptheirbelongings,helpcleanuptheclassroom,andwait
for dismissal. Teachers must remain inthe classroomwithstudentsuntileveryonehasdeparted.


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On a typical day a teacher will remain at school at least an hour after studentsleave. However,
once a week teachers can expect a staff meeting that generally lasts an hour (Wentzel). During
these meetings teachers discuss any concerns, changes, or upcoming events. The day to day
activitiesinaclassroomkeepteachersontheirfeet!
After researching the history ofteaching,acknowledgedcolleges,importantqualitiesofa
teacher, opportunities for advancement, advantages anddisadvantages,andthedailyactivitiesin
the classroom, the profession of an elementary educator proves a viable career choice. In this
career the only considerable downside remains the salary (Wentzel).

However, when

considering payment one must keep in mind the substantial amount of time away from the
classroom during the summer. The debate concerning increase of pay for educators frequently
finds a supporter whether at a dinnertable,aschoolboardmeeting,oronthefloorsofCongress.
This voice in support ofteachersencouragesprospectiveeducatorstofollow theirpassionwitha
hopeful heart. Although salary may not stand as a strong suit in thecareer,manyadvantages to
the profession exist and research reinforces the notion of teaching as a rewarding career. The
flexibility of thecareerallowsonetobuildafamily,furtheroneseducation, andobtainasecond
job during the summer (Wentzel). Educators have an adjustable schedule which allow for easy
transitions from work to home to work again. Teachers gain as wellasdepartknowledgewhile
interacting with students. Like a parent, educators have an enormous impact on children's lives
(Hawkins). Commonly one hears an actor, athlete,doctor,orstayathomemomreflectonalife
changing lesson or motivational experience a former teacher provided. If one desires a career
with the possibility of not only educating others, but providing motivation for a better life,
teachingseemstheperfectchoice.


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Teaching marked a clear beginning in the advancement of civilization for humans.

Elementary education has evolved into a profession shaped by the development of elite
educational systems. Colleges which focus on the teaching profession help advance the career
by providing specialized training and coursework. This career holds many advantagesfromthe
frivolous, time off during summer months, to the meaningful, the enormous impact educators
have on young lives. The field of education alsoprovidesmanyopportunitiesforadvancement.
Although the financial considerations which accompany this profession provoke concern, a
career in elementary education provides rewarding experiences which allow for growth both
personally and professionally. If one has a strong love for children and a desire to improve the
worldthrougheducationtheroleofaneducatorprevailsasthebestcareerchoice.


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