We Know How To Prepare “High Quality” New Teachers
“Having taught four decades, and having had the privilege of working with so many talented and experienced educators throughout those four decades, I can say, beyond the shadow of a doubt, that becoming a good teacher takes time. Nor only do you need time to develop and hone your skills, you need time to learn about kids and “how they work.” You don’t develop these skills in a vacuum, but through the mentoring, assistance and wisdom of more experience people with years of experience, tired and true, proven methods, strategies, best practices and techniques.”
– Former colleague and old friend, Bernie Keller: Former Teacher of English for 40 years.
I graduated from Fordham University’s undergraduate School of Education in 1970 with Bernie’s older brother Harold who eventually joined Bernie and me at A.E. Stevenson High School in the Bronx, NY. Fordham undergraduate education was probably considered a 2nd tier University, yet it produced a large number of excellent teachers in and around NYC, and I will lay odds that it was better at producing high quality teachers than many a top tier university. The program no longer exists. It was merged into a graduate program.
Our four years included heavy academic work in our subject area, class work in pedagogy, and fieldwork in local neighborhood, afternoon centers. All of that was before you began a full-time, semester-long internship as a student teacher. The pedagogy classes weren’t worth much, but that’s true in all schools of education. That is because more are still taught by researchers or “higher “education professors and less by experienced public school teachers. I have always believed that more practical experience with great teachers beats theory taught in an ivory tower.
University education programs must get with the program. The ivory tower is too blinded by its own light. They must retool and develop more in-school mentor programs rather than rely on pedagogy classes that, well, for the most part, are less than helpful. They have to put more emphasis on fieldwork and internship work. If schools of education want to improve teaching they must make teaching training more similar to the other “life saving” professions, plumbing and medicine. They both include long periods of apprenticeships and ongoing certification before permanent licensing. As long as they think PhD academics are more important than teacher training, things won’t change much.
A major difference between my generation and present-day new teachers inWe Know How To Prepare “High Quality” New Teachers | DCGEducator: Doing The Right Thing:
