The 8th Annual Future Teacher Conference–

Did You Rise to the Challenge?

Santiago Canyon College

Pathways to Teaching

Newsletter

Inside this issue:

Future Teacher

Conference

1

SCC Teach in Sacramento 2

Student California Teachers

Association

3

The Job Interview–

Answering the Tough

Questions

4

Pathways to Teaching

Program

Program Coordinator/Professor

Janis Perry

Perry_Janis@sccollege.edu

Counselor/Career Specialist

Maria Chaidez

Chaidez_maria@sccollege.edu

Student Assistant

Yvette Orellana

Pathwaystoteaching@sccollege.edu

The 8th Annual Future Teacher Conference was another success. Our

conference attendance increased; with more participation from

Orange Unified High School Child Development and Careers in

Education students. With 200 attendees, the conference workshops

were diverse and four workshops were offered per breakout session.

After school employer, Anaheim Achieves was also on hand with

current job openings. University representatives from CSUF, Biola, UCI

and Concordia also shared their time with our students to promote

their programs.

This year’s theme was “Owning it...Rise to the Challenge. The theme

coincided with our return opening keynote presenter Alex Kajitani. Mr.

Kajitani is a Middle School Math teacher, California teacher of the year (2009) and has written a new book ti-

tled, Owning It: Proven Strategies for Success in ALL of your Roles as a Teacher Today . This book is a current

text for the SCC Education 200 and 210 courses. He also held a breakout session about making math cool– did

we also mention he is known as the rappin’ mathematician?

The breakout sessions were focused on Social Justice for Girls and Women, Teaching Middle School Science and

emphasizing that Elementary Teachers are Science Teachers too! Our conference was closed by Dr. Beverly

Young who is the Assistant Vice Chancellor, Academic Affairs, Teacher Education and Public School Programs

for the California State University System. Dr. Young is also a commission member for the California Commis-

sion on Teacher Credentialing. Her insight about the realities of teacher education programs and the state of

employment were hopeful and gave a realistic perspective that students needed to be aware of. Thank you to

all attendees & we look forward to seeing you in the Spring 2015 for our next Future Teacher Conference!

April/May 2014

Alex Kajitani at the book signing with SCC

students

Dr. Barnhart and Dr. Tommerup

discuss Science with future

Elementary Teachers

Social Justice for Girls & Women.

Gail Watts from CTA spoke about

relevant issues facing women/girls

and implications for educators.

Teaching Middle School Science–

Mrs. Steele spoke from the heart

about her passion for teaching and

science.

Dr. Beverly Young speaking at

the closing of our conference

University reps. and Anaheim

Achieves setting up before

lunch. Lunch time for the conference

attendees!

Page 2 Pathways to Teaching Newsletter

SCC TEACH Visits Sacramento! The Student California Teachers

Association (SCTA) held their

annual Representative Assembly

(RA) in Sacramento on April 26-

27. SCC TEACH club members,

who are also SCTA members

were sponsored to travel to Sac-

ramento, along with advisor

Maria Chaidez for a weekend of

workshops, networking and

electing a new SCTA executive

board. They mingled with other

students from CSU Northridge,

Chico State, Riverside Community

College, San Diego State and

many more.

Students were instructed on Robert’s Rules of Order parliamentary procedures and had opportunities to meet

with newly elected executive board members. The valuable connections made during the weekend allowed

our SCC TEACH members to walk away with renewed energy and ideas to share with our club/chapter.

SCTA sponsors and covers the cost of members to attend this conference. During the Fall 2014 semester, SCTA

will hold their annual Leadership Conference in Northern California and the next RA conference will be in

Southern California in the spring 2015.

If you want to know more about SCTA and becoming a member, ask our SCC TEACH officers. Details and

information are also provided in this newsletter as well.

From left: Sydney Harbour, Chloe Calder, Vanessa Gomez, Yvette Orellana

in front of the State Capitol.

Pictured above: All SCTA members in attendance, videotaping a message to the

California Teachers Association (CTA). Chloe Calder was instrumental in mobilizing the

group to video tape their concerns about the minimal budget CTA allocates for SCTA. Flying back home. Thank you SCTA &

Sacramento!

Page 3 Pathways to Teaching Newsletter

Student California Teachers Association

Do you network? Are you aware that you might be doing so on a daily

basis? The key is making professional connections! You might ask yourself,

“why do I have to network while I am still an undergraduate?” There are

professional organizations that ready to welcome you with a multitude of

benefits— so the real question you should be asking is ‘How do I start

networking and join an organization that will help me become a teacher

leader?” The most immediate way to network is become involved while

you’re at SCC with the SCC TEACH club. SCC TEACH is a chapter of the

Student California Teachers Association (SCTA).

Student CTA strives to be a recognized and collaborative organization that

inspires and fosters exemplary future leaders in education.

1. We believe in developing qualified, skilled and passionate future

educators prepared to address evolving challenges in the profession.

2. We believe political action is a way to be proactive and informed to gain a

personal understanding of the issues that concern your profession in order to

publicly influence positive change.

3. We believe community service helps future educators develop, foster and improve the community and creates positive relationships.

4. We believe in supporting a diverse membership and working together to promote a public education system that values the diversity of

our state.

Visit the SCTA website to join and get more information. http://www.cta.org/About-CTA/Who-We-Are/SCTA.aspx

SCTA students from various campuses in California

• Before California Commission on Teacher

Credentialing, which accredits teacher-

education programs, sets credential

standards and fees, and develops and

administers statewide tests.

• On CTA minority caucuses, (African

American, Asian/Pacific Islander, American

Indian/Alaskan Native, Hispanic), on

caucuses related to disabilities and early

childhood, and on the CTA Ethnic Minority

Affairs Committee.

• By lobbying and testifying in Sacramento

and Washington, DC, when legislation

affects us (testing, tuition, financial aid,

etc.).

• With voting participants on the CTA State

Council of Education and on special CTA

task forces on issues that directly affect

students and beginning teachers.

• On the NEA Board of Directors, on NEA

committees and as delegates to the NEA

Representative Assembly.

SCTA members receive:

• SCTA I Choose to Teach statewide

newsletter.

• CTA-NEA California Educator -

statewide professional magazine.

• NEA Today - national professional

newspaper Tomorrow's Teachers

publications.

• $1,000,000 liability insurance and legal

protection when you work with students

as a part of your preparation to be a

teacher.

• A life insurance benefit that increases

with each year of continuous CTA

membership up to $2,000.

• $ 1, 00 0 a cc i de n t a l d ea th a n d

dismemberment insurance.

• Low rates on auto, homeowners or

renters insurance Disaster Relief Fund

through FACT provides grants and no-cost

interest loans to teachers who are victims

of natural disasters in the state. • Research services - studies,

publications, etc.

• Key job contacts

• Salary-schedule information

• Workshops and conferences

• Scholarships available

• Legal assistance on specified

credential matters

• Credit Union privileges

• Discount on movie tickets, museums,

amusement park entrance fees, new and

used cars through the auto purchasing

program, cruises, hotels, rental cars and

vacation packages

Pathways to Teaching Newsletter Page 4

The Job Interview– Answering the Tough Questions! Source: www.educationworld.com

Below are some questions you might want to ask the administrator and interview team:

• What are the overall demographics of the school?

• Are parents involved? In what ways do they show support for the school?

• In what ways do the teachers at this school work together?

• What kinds of training are you currently pursuing as a staff?

• How frequently do you meet with the staff?

• What is the dress code for teachers?

• What resources are available for teachers within the school and district in terms of materials, books, etc. for the classroom?

• What is your personal philosophy about education?

• What kinds of teaching strategies do you like to see used in the classroom?

• If I have a problem with a parent, what kind of support can I expect?

In a series of articles written by Emma McDonald from educational world, an online magazine, she discusses questions you might be asked during

job interviews. Some of those questions are more difficult to answer than others, and you're probably wondering how to answer those in a way

that presents you in the best possible light. In this column, she’ll address a few of the questions and offer some advice on how to answer them.

What is your philosophy of teaching?

As stated in an earlier column, to answer this question, you don't have to boil down your teaching philosophy into a pithy three-sentence

statement. Instead, write down ahead of time your beliefs about teaching and learning as a series of bulleted points. When responding to the

interviewer, be specific about those points and then list the aspects of teaching about which you're most passionate.

Why would you be a good fit for our district/school?

This is where all that research about the district comes in handy. What was it about the information presented on the district/school Web site that

made you interested in that particular school system? Was it because students are highly active through learning centers and hands-on type

learning activities? Was it the vision or mission stated on the Web site? Did you find a place where your unique knowledge and skills would fit

well?

For example, one possible answer might be: After viewing your Web site, I was impressed with your vision of students, parent, and teachers

working together. I'm a huge proponent of inquiry-based learning, experiential-based learning and integrated learning -- all mentioned in your

administrator letter to the community. I'm also quite interested in the personal project you require of upper-level students each year. This sounds

very similar to the "Walkabout" project I required of my eighth-graders while student teaching. I have already received training in the 4-Mat

planning wheel; this would integrate well with your current focus on learner differentiation, as it creates a plan to teach to all learning styles

throughout a unit.

What do you think makes a good teacher?

This question can be answered using your belief statements about teaching and learning. Which of those statements are about the teacher and

what he or she should do? Do you believe a good teacher facilitates learning through guiding questions or forty-five-minute lectures to the class as

a whole? Do you believe a good teacher listens to his or her students and works to build positive relationships with those students? Should a good

teacher have strong communication skills and be able to work in a team? To help yourself answer that question, include statements of belief

about good teaching when you write down your philosophy of education.

How would you deal with an angry or upset parent?

Listening, empathizing and working together to determine a solution to the problem is the key. Those three elements are necessary for working

with angry parents and should be included in your answer.

For example: I would first listen to the parent's concerns and make note of them. Next, I would express my understanding of his/her frustration,

and then describe what actually occurred in the classroom if it was different from what was described. Afterward, I would express my desire to

work together to solve the issue, if possible. I believe that letting parents vent their frustration allows us to move past the anger and get to the

point where we can work out a solution.

Interview Questions for You to Ask