BECOMING A TEACHER

How to become a High-school Teacher

How to become a High-school Teacher

Introduction

The paper discusses about the possibility of becoming a high school teacher in the most appropriate way in California. It attempts to highlight the hurdles as well as point towards the best possible way of becoming a high school teacher that is inexpensive and simple.

Discussion

After receiving his bachelor's degree, enroll in a program that will give you a single subject credential. These are usually the graduate programs that deal with educational technologies. Each state requires you to pass a certification exam. Contact your state board of education for a list of test sites and requirements. You also need to complete a specific time of teacher training under the supervision of your area of ??expertise. A good way to start looking for jobs is to join a professional association of teachers, such as the National Council of Teachers of English. This allows you to view job postings and interact with peers and prospective employers.

High school teacher have in common only the name, because under it co-exists a great diversity that includes, among other things, the specific activity that each place in the activities of the division level. This division begins, formally, the existence of four large blocks of teachers: The teachers of academic subjects, the technological activities, the educational support and management (Maloy & Seidman, 2000). The division is based in a different preparation, vocational and technical, marking a different status in school, and in a different role: teaching, support or administration. The members of each of these groups carry out activities whose common would be the training of students and also theoretically are interrelated, which would lead us to think of a team toward a common goal (Taylor, 2001). However, for internal school dynamics, for the conditions prevailing in the secondary and the historical process of formation of the secondary education sector, these groups tend to separate, even inside. For example, teachers of academic subjects (which are always most of the staff) are separated by specialty and, within it, for his home training. Thus, different identities are generated (in the sense of identification) under the generic name "school teacher", a situation that affects relationships, work organization and the isolation of the teaching team (Maloy & Seidman, 2000).

The secondary teaching profession has undergone significant changes in a few years. But these were not only in training but also in their academic and economic status, which suffered a sharp drop added to the deterioration of working conditions: "Being a high school teacher meant until the sixties receive Professor badge, which made ??a difference in the primary school teacher, giving a range aristocratic to work "5. The demand for more schooling (four years of upper normal, after the normal PLACED basic) and specialization in a subject, fully justified with respect to senior primary school teacher, who spoke in more prestige and salary.

If we back only thirty years ago, the professional profile of secondary school teachers would be expected as follows: primary school ...