School Teacher and College Professors

Teaching at the university level and at the grade school level can be vastly different. Institutional differences account for the largest part of the disparities between these ostensibly similar careers, but methodological differences also exist. Teaching is considered the primary focus of the grade school teacher's career, whereas university professors are often academic scholars rather than educators and teaching for such people is far less important than academic research.

According to the Bureau of Labor Statistics, one in four Americans are enrolled in educational institutions. Education is the largest industry in the country, accounting for nearly 12 million jobs. Most of these people teach at the grade school level. Teaching is considered a trade rather than a profession: teachers are usually unionized. Teaching positions constitute almost half of all educational services jobs and require at least a bachelor's degree. Most school districts give their employees incentives to pursue further education; typically a master's degree. Teachers typically attend liberal arts colleges and pursue a bachelor's degree in elementary or secondary education with a concentration in a particular subject. During their final years of study, these students will become 'student teachers' and pair up with local schools as teachers' assistants in order to gain valuable on-the-job training.

Secondary school teachers educate students that are closest in age to University students. Of these teachers, the ones that teach courses most similar to university-level courses teach Advanced Placement classes, which are taught to advanced students who wish to pass standardized achievement tests in order to gain college credit before entering a university. These courses are often taught by the senior-level teaching staff and are considered the most prestigious classes to teach at the high school level among public school students. Other teachers that focus on material similar to that found at the college or university level teach college preparatory classes such as calculus and foreign languages. In most schools, text books are standardized as at the university level only more so. However, certain discrepancies exist. For instance, college faculty need to solicit enrollment for a class unless the class is required of all students. This creates a market for popular teachers and courses.

College faculties are more specialized than high school faculties; the most similar style of teaching to the high school level is done at small, liberal arts colleges which focus on small class sizes and standardized curricula. There are few real differences between exclusive preparatory schools and small, privately run liberal arts colleges; both enjoy the same style setting and structures. From there, however, the nature of teaching diverges. At large universities, entry-level courses are often taught by teacher's assistants; masters' students that are responsible for day-to-day instruction and the administration of tests. Class sizes are often very large, ranging up into the hundreds. Faculties desire tenure, like at a high school, but tenure is usually gained by making an academic contribution that brings pride and attention to the university. Likewise, faculties do not train to become instructors, but rather learn instruction by becoming teacher's assistants while still in graduate school.

Whereas professors are rewarded for research, teachers are rewarded for teaching, but these rewards are seldom remunerative. In addition to college preparatory courses, there are also vocational classes, which seek to educate non-university-bound students in trades ranging from metalworking to computer-aided design. High school teachers are usually rewarded with the promise of tenure and with incremental increases in salary.

Elliot W. Eisner; Preparing Teachers for Schools of the 21st Century. PJE. Peabody Journal of Education, Vol. 70, 1995

Elliot W. Eisner; What Does It Mean To Say a School Is Doing Well? Phi Delta Kappan, Vol. 82, 2001

Howard Gardner; Howard Gardner, Unfiltered; Policy Review

Howard Gardner; A Disciplined Approach to School Reform; PJE. Peabody Journal of Education, Vol. 74, 1999

Howard Gardner; Reflections on multiple intelligences: myths and messages. Phi Delta Kappan, Vol. 77, 1995 help students delve more deeply into subjects introduced in elementary school. Middle and secondary school teachers specialize in a specific academic subject, such as English, mathematics, or history, or a vocational area, such as automobile mechanics, business education, or computer repair. Some supervise extracurricular activities after school and help students deal with academic problems and choose courses, colleges, and careers.

Special education teachers work with students - from toddlers to those in their early 20s - who have a variety of learning and physical disabilities. Most special education teachers are found at the elementary school level. Using the general education curriculum, special education teachers modify instruction to meet a student's special needs. They also help special education students develop emotionally, be comfortable in social situations, and be aware of socially acceptable behavior.