Chapter 2 Becoming a Teacher 49
Think of the process like a tree. Your main career goal is the trunk.
Your related goals, such as acceptance into the university of your choice,
are the main branches. For each of those, you will identify the specifi c
steps that will be needed to achieve them. These steps are like smaller
branches off the main ones. You can identify even more specifi c ways to
achieve those. In this way, you have a series of very specifi c goals to meet
that will lead you to your main one. You have a path to follow.
Next, outline the steps you will take to complete each goal. If you want
to get into a particular university with an excellent teacher education pro-
gram, fi gure out what you need to do to get accepted and be able to attend.
Perhaps you need to improve your grades, apply to the university early in
your senior year, and develop a plan for paying for the cost of your educa-
tion. Determine the specifi c things you will do to achieve each of these
steps. For example, to improve your grades, you may commit to writing
down each assignment, doing your homework as soon as you get home
(with your cell phone off), and studying an extra hour each day. You will
reevaluate your strategy at the end of each month and modify it if your
grades are not improving. Consider possible roadblocks or challenges to
meeting your goal. How can you deal with these?
Does it all seem overwhelming? It doesn’t have to be. Begin your
career planning today. Consider what can you do today, this week, this
month, or this year to help you toward your goal. Perhaps you can begin
by searching the Internet for information about college teacher prepara-
tion programs. Find a volunteer or paid work experience. Maybe you can
have a conversation with one of your teachers about his or her career path.
Now is a good time to set goals, enjoy your experiences, and be open to the
changing world around you. See 2-5 for an example of one student’s career
plan. How will yours look?
Create a Portfolio
Professional portfolios are commonly used by artists, photographers,
architects, designers, and writers as a way to showcase their abilities and
work. In other words, they are used as an expanded, visual résumé. A
written résumé simply lists a person’s accomplishments, skills, and experi-
ence, but a professional portfolio adds visual evidence to support it.
Portfolios can be used by anyone, and they are becoming increasingly
common in education. Now is the time to start developing a personal
portfolio for teaching. A personal portfolio is an organized collection of
materials and information that shows how personal knowledge, skills, and
attitudes have developed over time. It can be adapted to serve as a profes-
sional portfolio when you are ready to enter your career fi eld. Your teacher
may make developing a portfolio a requirement for this course. Even if it
is not required, you will fi nd it very helpful.