Education is Man’s going forward from cocksure ignorance to thoughtful uncertainty. (Kenneth G. Johnson {1922-2002} American educator, semanticist.
Training new teachers is like training future doctors; all the theory in the world cannot be a substitute for hands-on experience. But we must also take care not to scare off these future educators by placing them, as is the case too often, in the least wanted and most numerous classes during their first year. Veteran teachers are known for imposing their will on administrators who fear the unions’ reaction or the connections from the main office. There is only one way to ease the process for these new, idealistic, eager souls, who at times want to reform the whole system: Pair them with experienced and wise old-timers who are close to retirement but who still love to work with kids.
Please note that being a veteran teacher is absolutely no guarantee of quality; as my mentor used to say:”Some educators teach the same lesson with the same method for 30 years; good teachers adapt and adjust their classes according to the times and according to methods that benefit students the most.” In addition, it is imperative to find mentors who know how to train a rookie; allowing the student-teacher to simply sit and observe does very little to polish their instruction skills. They must become co-teachers and share the load with the experienced colleague until they are deemed ready to fly on their own.
This on-the-job training must last a complete school year and count towards college credits in order to graduate; it should occur after two years at the university when the student-teacher has had time to cement his or her resolution to become an educator. As they return to higher learning after demonstrating their educating skills, the future educators will be able to make a clear connection between their theoretical information and their on-the-ground in-the-classroom experience.
Another problem detected among student-teachers in college is the lack of focus on specific age groups; of course, it’s not the university’s job to determine whether the candidate will teach a pre-K level or high school level. That is done by the hiring district. But I ask, shouldn’t the preparation be completely different for an elementary teacher than for a high school position? Once the aspiring teacher has his/her state certificate, he/she is good to go, as if the college degree and the state’s approval were sufficient to make the individual the best possible instructor at all levels. Even the year spent with a mentor doesn’t get the candidate ready for any assignment. In today’s complex society, each teacher must specialize, whether for grade level, or for special education, or even for advanced students (AP). Granted, districts usually offer an array of additional courses during the school year; however, there is no follow up to make sure the trainees are actually applying their new knowledge in the classroom. As a result, the new educator takes a couple of years to become the best he/she can be instead of hitting the ground running.
Many voices have suggested un excellent idea: Allow people with a master’s degree to teach in their field without going the certificate route. It makes a lot of sense to me. These new educators would only need a few weeks’ training to step into the classroom, preferably in middle and high schools. It would probably alleviate the demand in some areas while offering quality professionals to our public students. We bemoan the lack of progress in math and science while setting up many obstacles on the way to teaching for those who have demonstrated their expertise. Yes, they may not last long as public school teachers simply because their need for financial rewards cannot be met as long as we consider educators as low-level managers. But while they are present in front of our kids, they will surely motivate students to embrace a scientific career. And who knows? They may even like it so much that they’ll decide to make it a lifelong committment.
K-12 is the foundation upon which the whole education building rests; if we neglect it, we run the risk of becoming a third-rate nation.
jcsprenger
