Teacher Training

This week marks a kind of anniversary for me. It was March 11th, 1974 when I first got in front of a class of students to teach. That was the date I started my student teaching at Hempstead High School in Dubuque Iowa.

My student teaching duties included four regular Biology classes and a section of General Science. I don’t remember any of the specific students I had that quarter, or much about the school. I generally spent my time in the classroom or in the department office grading papers or planning lessons. I never meet any other teachers in the building, except for the other members of the science department, not even going to the faculty cafeteria for lunch.

I attended a faculty meeting where the “dress code” was discussed. A number of teachers were upset because of the reveling dress that some of the young ladies favored. What was reveling then is tame by today’s standards. Anyway, after a lengthy discussion it was decided that the faculty would recommend a change in the dress code policy for the school to be passed on to the school board for approval. To this day I still remember the wording of the recommendation:

Students shall be covered by an opaque material from the neck-line to three inches above the knee.

There was quite an up-roar when a smart ass young teacher (not me) sarcastically commented that the students could come to school wearing a garbage bag with holes cut in for their head and arms, and still be in dress code. I don’t know how the whole dress code issue ended up because my assignment ended and I graduated before anything was resolved. The students I taught at Hempstead are now 49 or 50 years old; some may even have grandchildren by now.

I was a terrible teacher during my student teaching experience. About the only thing my supervisor could say was I had a excellent command of the subject material and would probably become an adequate teacher given time and experience. It took five years of full-time teaching before I knew what I was doing even though I thought I had it down after my first full year. It was a delusion. Even now, I feel like I get better every year. There is always something new to learn.

Which brings me to my point today --- How should teachers be trained?

The requirements differ from state to state. In the best states prospective teachers need to major or minor in a subject to get an endorsement, in the worst all that is needed is a major in “Education” and a minimum number of hours in the subject. In either case a minimum number of “Education” classes are required to be certified. In some states, a person needs to pass a proficiency exam in the subject to be certified. I will be honest with you, nothing I was taught in any “Education” class I ever had was of any use to me. I actually have a Masters Degree in “Science Education”, and if I were pressed I could not identify one thing I learned in any of the graduate course that made me a better teacher. I became a good teacher by “teaching” and being open to learn from my experience. Even now I know I could be better, and will constantly work to improve my skills.

Let me suggest an alternative program to train teachers.
High School teacher training would begin with undergraduate study of a specific subject area, along with a related minor. Students would take three years of college courses including “General Education” credits and courses from an intended major. This would be followed by three years of advanced study. In the fourth and fifth years students would concentrate on advanced study in their subject area and intensive study of “teaching methods” specific to their subject. The “methods” curriculum would include significant observation time with a master teacher where the candidate would learn the day to day job responsibilities. The last year would a paid internship where the “student teacher” would teach a full class load for the entire year. Sometime in the fifth year the candidate would have to take the Graduate Record Exam (GRE) in their subject area and minor to demonstrate competence. The minimum score necessary for moving on could be determined by the State Boards of Education. After completion of the paid internship, the student would be awarded their B.S. degree in the major subject, and a EdD in their subject area(s). I might receive a B.S. in Chemistry with a “Doctor of Science Education.” Granting of the degree would automatically certify you to teach high school in that subject area.

After teaching successfully for at least five years, I could become a master teacher and take on a student in his or her “methods” year. Ideally, after 7 years, a teacher could take a semester off (sabbatical). The teacher could take on classes or work related experience in their subject area as enrichment.

I am aware of how “impractical” an idea this might be. The question shouldn’t be whether, as a society, we can afford to do this. It should be judged as to whether it would improve teaching and learning enough to make the investment pay off in more qualified teachers and better educated students.