Jordan
Pestok - Blog Challenge #3
I chose the profession of a high school
chemistry teacher. I chose to be a teacher because it is what I have always
wanted to do. For as long as I can remember I wanted to be a teacher. I have
changed my mind a couple of times but then I always found a huge flaw in
whatever profession I had made up my mind to be other than a teacher, but I
always came back to teaching. It always felt like the right thing to do to me.
I always felt like I would have the most impact on the world. Instead of
becoming a doctor, I could teach a future doctor how interesting chemistry is and give them the inspiration to become a doctor.
I could teach countless doctors, lawyers, scientists; I could teach anyone. I
could affect countless lives just by being a teacher. In the end the hard part
is deciding what subject it is I would teach, but this blog challenge made that
decision really easy, so I will be a chemistry teacher. After participating in
Project SEED I would probably choose to teach chemistry (or something science related
anyway) after I saw all the different applications chemistry has.
The University of Pittsburgh has a school
of education that has a master’s degree in science education, while this is not
exactly a chemistry teacher education it is a science education degree and will
work just fine. To get accepted you would need to have a 3.0 GPA, a written
statement of career goals and degree objectives, and have three letters of recommendation.
The types of classes you would take are Psychological
Perspectives on Education, Research Methods, and Social and Cultural
Perspectives on Education. There is a list of specific classes you can choose
from but there are too many to put on here. I hope everyone gets the idea. You need
3 credits in each of the area and 21 credits in Major Field Studies. Once you
have taken all of your classes and are ready to become a teacher you need to
pass a comprehensive exam at the end.
New York
University Steinhardt is a school I have never heard of until this morning when
I finished up the research. They have a two year long master’s program to
become a chemistry teacher. Their program is a little more specific in
chemistry instead of just a general science teacher education. They also have a
one year long program after a master’s degree is obtained. It is called the
Clinically Rich Integrated Science Program (CRISP). It helps teachers or soon
to be teachers get into classrooms and learn a little more about how to be a teacher.
It is similar to student teaching.
Some of the core classes you would take in the master’s program are General
Chemistry I & Laboratory 5, General Chemistry II & Laboratory 5, Organic
Chemistry I & Laboratory 5, Organic Chemistry II & Laboratory 5, Physical
Chemistry: Quantum Mechanics & Spectroscopy, 4 Physical Chemistry:
Thermodynamics and Kinetics 4, Physical Chemistry Laboratory 4, and General
Physics I & II 10.
The last school I chose to look at is Stanford
University’s School of Education. It is a one year full time intensive program.
The classes you would take are in the chart below. In order to get accepted
into the program you have to write an essay that includes your education
background, experience with youth, and interest in teaching. You also need
three letters of recommendation and need to pass two tests before you are even
in the school. They are the GRE, which you do no have to take if you went to
Stanford for your bachelor’s degree, and the California Basic Skills
Requirement Test; everybody has to take that one.
Strands/Courses
|
Summer
|
Pre-fall
|
Fall
|
Winter
|
Spring
|
|
Curriculum
& Instruction |
EDUC262A:
English C&I (2 units) 2015 syllabus |
EDUC262B:
English C&I (3 units) 2014 syllabus |
EDUC262C:
English C&I (3 units) 2015 syllabus |
|||
EDUC263A:
Mathematics C&I (2 units) 2015 syllabus |
EDUC263B:
Mathematics C&I (3 units) 2014 syllabus |
EDUC263C:
Mathematics C&I (3 units) 2015 syllabus |
||||
EDUC264A:
World Languages C&I (2 units) 2015 syllabus |
EDUC264B:
World Languages C&I (3 units) 2014 syllabus |
EDUC264C:
World Languages C&I (3 units) 2015 syllabus |
||||
EDUC267A:
Science C&I (2 units) 2015 syllabus |
EDUC267B:
Science C&I (3 units) 2014 syllabus |
EDUC267C:
Science C&I (3 units) 2015 syllabus |
||||
EDUC268A:
History-Social Science C&I (2 units) 2015 syllabus |
EDUC268B:
History-Social Science C&I (3 units) 2014 syllabus |
EDUC268C:
History-Social Science C&I (3 units) 2015 syllabus |
||||
Social
& Psychological Foundations |
EDUC289:
The Centrality of LIteracies in Teaching and Learning (3 units) 2015 syllabus |
EDUC240:
Adolescent Development and Learning (5 units) 2014 syllabus |
||||
Language
& Literacy |
EDUC299:
Equity and Schooling (2 units) 2015 syllabus |
EDUC388A:
Language Policies and Practices (2 units) 2015 syllabus (link is external) |
||||
Pedagogical
Strategies |
EDUC244: Classroom Management
(2 units) 2014 syllabus |
EDUC285:
Supporting Students with Special Needs (3 units) 2015 syllabus |
||||
EDUC284:
Teaching and Learning in Heterogeneous Classrooms (3 units) 2014 syllabus |
||||||
Practicum
& Student Teaching |
EDUC246A:
Secondary Teaching Seminar (3 units) 2015 syllabus |
|
EDUC246C:
Secondary Teaching Seminar (5 units) 2015 syllabus |
EDUC246D:
Secondary Teaching Seminar (3-7 units) 2015 syllabus |
||
10 units
|
18 units
|
10 units
|
10 units
|
|||
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