Ed Week‘s Teaching Ahead asks young teachers how teacher preparation should be changed. Several teachers who started after a crash course in teaching over the summer say they needed much more time to learn the job, though a graduate of teachers’ education also says she wasn’t prepared for classroom realities.
Time to Practice Is a Need, Not a Luxury, writes Dan Brown, who taught fourth grade for a chaotic year in the Bronx with alternative certification and eventually earned a master’s degree in education.
Looking back, my ignorance was staggering. I had bought—with the help of my alternative-certification program designed to plug chronic staffing shortages—the most insidious myth about teaching: anybody smart and dedicated can swoop in and rock it.
. . . The most important baseline that preparation programs must provide incoming teachers is substantial time in a variety of classrooms before those rookies assume the reins. An entire school year of structured observation and apprentice-teaching must be standard.
Brown’s book on his first year of teaching, The Great Expectations School, provides a vivid picture of the challenging students, colleagues and administrators. Brown provides a lot of specifics on his teaching. I’d have loved more on how the school was staffed: The school seemed to have more administrators and other staffers than classroom teachers. Brown got more feedback on the quality of the classroom bulletin board than he did on how to manage students or teach.