Reaction Paper

Most everyone remembers a teacher who had an impact on her life. If you want to help, inspire and guide children, teaching is a profession that will give you the opportunities to make a difference. The road to becoming a teacher requires dedication, patience and a commitment. Today's teacher does not receive a teaching certificate just because he has graduated with a Bachelor's degree in education.

To become a teacher in the United States, you must have a Bachelor's degree in elementary, special education or secondary education with a major in a content area or an educational level. Some states require a Master's degree as well. You must also fulfill the state's requirements for certification, which may require the PRAXIS series of assessment.

Becoming a teacher in Australia opens a world that is relatively inaccessible to anyone who does not have the proper training. There are specific educational degrees that one must hold to obtain the required teacher registration (equivalent to certification in the United States). The prospective teacher will need a senior certificate (high school diploma) or an adult equivalent, such as an SAT (Scholastic Aptitude Test) score from a TAFE (Technical And Further Education) college or an adult matriculation certificate, available through night school at various high schools throughout school districts in Australia.
Know the students and how they learn. Lead teachers are expected to select, develop, evaluate and revise teaching strategies "to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students" in order to meet the needs of students from diverse cultural and economic backgrounds (AITSL, 2011).
Know the content and how to teach it. Lead teachers must be able to "lead initiatives […] to evaluate and improve knowledge of content and teaching strategies," as well as to "monitor and evaluate the implementation of teaching strategies to expand learning opportunities and content knowledge for all students" (AITSL, 2011).

Plan for and implement effective teaching and learning.
Qualified lead teachers should "demonstrate exemplary practice and high expectations […] and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs" (AITSL, 2011).
Create and maintain supportive and safe learning environments. Lead teachers are expected to be active in "the development of productive and inclusive learning environments," as well as to "lead and implement behavior management initiatives" (AITSL, 2011) in order to ensure students' well-being.

Assess, provide feedback and report on student learning. Lead teachers are required to "evaluate school assessment policies and strategies" to diagnose learning needs and to "co-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice (AITSL, 2011).

Engage in professional learning. Lead teachers should "initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers" (AITSL, 2011).

Engage professionally with colleagues, parents/carers and the community. Professional and community networks and support[ing] the involvement of colleagues in external learning opportunities" (AITSL, 2011).

Mainly that there is a danger that the urgency of ‘local’ needs can push an exploration of the ‘global’ off the agenda or down the list of priorities. The immediacy of these needs means that it is critical for DICE to have a response to these issues as they arise but also to consider the project’s primary task of promoting both development and intercultural education. One of the on-going challenges therefore, is to ensure that preparation for the ‘multicultural context’ does not take precedence over a development education perspective. There can be a tension between the dual demands of ‘development education’ and ‘intercultural education’, and the perceived urgency of the intercultural agenda can heighten this tension. In acknowledgement of that tension when DICE commissioned a Literature Review in 2005, it was entitled Global and Justice Perspectives in Education. Early on it emerged that little, if any, literature used the focus or concept of ‘global and justice perspectives’. Rather, literature focused more specifically on either development /global, intercultural or citizenship education.
Another response lies in course design. In recognition of the immediacy of students’ concerns with local issues we begin the course with a module exploring just that. Immediate concerns can be used as a ‘way in’ and also as a means of underlining the importance of this work with students. Courses or sessions then move beyond the local and extend into looking at development education themes such as exploring the concept of ‘development’; teaching about distant localities; teaching about ‘natural’ disasters; human rights education and so on. However, while this approach provides an entry point with students, it is also possible that the interest of many students will not extend past practical and immediate classroom concerns of incorporating global awareness into their teaching. This leads to the all-important question, “what makes a global teacher?”.
Attitudinal development: “What makes a ‘global teacher’?” In addition to knowledge and skills, the third aspect which DICE courses aim to develop is attitudinal. This leads back to the earlier question: “What makes a global teacher?” In other words, why is it that some students will go on to incorporate a global and justice dimension as an integral part of their teaching, while another student who may have attended the same courses, will see this aspect as peripheral or irrelevant to their practice? The answer possibly lies in this third area of attitudes. The motivational factor is the key to whether a student will a) build on her /his knowledge base in relation to development and intercultural education and b) acquire the necessary skills to incorporate the perspective into teaching. Some of the students will have learnt interesting activities which they may use as one-off or sporadic exercises. Others will go on to develop an approach to their entire teaching career. his list will let you know what qualities employers look for in a teacher candidate. Practice developing these skills / qualities, and remember to portray them in your interview.

Positive - Thinks positively and enthusiastically about people and what they are capable of becoming. Sees the good in any situation and can move forward to make the most of difficult situations when confronted with obstacles. Encourages others to also be positive.

Communicative - Shares with others in a manner that encourages effective two-way communication. Communicates personal thoughts and feelings on a wide spectrum of issues and can listen to students in an empathetic manner, assuring each that conversations will be held in confidence.

Dependable - Honest and authentic in working with others. Consistently lives up to commitments to students and others. Works with them in an open, honest, and forthright manner.

Personable - Establishes and maintains positive mutual working relationships. Likes to be with others. Has many ways of getting to know students as persons while building trust and appreciation through personal interaction and involvement.

Organized - Makes efficient use of time and moves in a planned and systematic direction. Knows where he or she is heading and is able to help students in their own organization and planning. Can think in terms of how organization can be beneficial to those served.

Committed - Demonstrates commitment to students and the profession and is self-confident, poised and personally in control of situations. Has a healthy self-image. Encourages students to look at themselves in a positive manner, careful to honor the self-respect of the students, while encouraging them to develop a positive self-concept.

Motivational - Enthusiastic with standards and expectations for students and self. Understands the intrinsic motivations of individuals, and knows what it is that motivates students. Takes action in constructive ways.

Compassionate - Caring, empathetic and able to respond to people at a feeling level. Open with personal thoughts and feelings, encouraging others to do likewise. Knows and understands the feelings of students.

Flexible - Willing to alter plans and directions in a manner which assists people in moving toward their goals. Seeks to reason out situations with students and staff in a manner that allows all people to move forward in a positive direction.

Individually Perceptive - Sees each student as a unique and valuable individual. Looks for the differences among students. Quickly diagnoses student difficulties and assists in the management of individual situations.

Value Based - Focuses upon the worth and dignity of human beings. Is sensitive to community values. Strives to work in an environment consistent with his or her belief system. Recognizes the importance and power of modeling constructive behavior.

Knowledgeable - Is in a constant quest for knowledge. Keeps up in his or her specialty areas, and has the insight to integrate new knowledge. Takes knowledge and translates it to students in a way which is comprehensible to them, yet retains its originality.

Creative - Versatile, innovative, and open to new ideas. Strives to incorporate techniques and activities that enable students to have unique and meaningful new growth experiences.

Patient - Is deliberate in coming to conclusions. Strives to look at all aspects of the situation and remains highly fair and objective under most difficult circumstances. Believes that problems can be resolved if enough input and attention is given by people who are affected.

Sense of Humor - Knows how to take the tension out of tight situations. Uses humor, spontaneously, in a tasteful manner. Builds togetherness in the classroom, through the use of humor.