Teacher training programs should be designed on the medical model, writes Jane Dimyan-Ehrenfeld in the Washington Post.
I went to a highly ranked liberal arts college and graduated with a special major in sociology, anthropology and education as well as an elementary teaching certificate. I immediately found a job teaching breathtakingly underprivileged students in a persistently failing elementary school in Prince George’s County. I wasn’t prepared to teach my students how to tie their shoes, much less to make up for years of institutional neglect, hunger, poverty, family transience, isolation and other ills. My first year was a nightmarish blur; my second was only slightly less awful. My third had its highlights but was still a daily struggle.
She enrolled in a one-year master’s program at Teachers College, Columbia to learn how to teach special-needs students. She learned a lot about Lev Vygotsky’s theory of the zone of proximal development, but nothing of practical use.
We can’t decide whether teaching is a “craft or a profession,” Arthur Levine said in the Post‘s story on National Council on Teacher Quality‘s report criticizing teacher education. “Do you need a lot of education as you would in a profession, or do you need a little bit and then learn on the job, like a craft?” asked Levine.
It’s a false dichotomy, writes Dimyan-Ehrenfeld. Medical students combine highly specialized education with clinical rotations, “learning the craft of patient care through observation and guided practice.” They also take “rigorous licensing exams that test their theoretical and practical knowledge.” Then comes on-the-job learning under master practitioners and more tests.
Why not adopt this model for education? Educators could be required to complete a period of schooling in which they learn the theories and ideas that will be most valuable to them as teachers and hone their skills at thinking and talking about education from an intellectual standpoint. Then, perhaps, one to two years of guided practice under the supervision of master teachers could be required, with lots of coaching and meaningful feedback. We could even throw in some rigorous exams.
If it took years of education, training and testing to become a full-fledged teacher, would we have enough teachers?
Dimyan-Ehrenfeld taught for eight years in Maryland and Boston public schools. She now practices education and civil rights law in Washington.