If I were king of the world and was given the opportunity to design a teacher education program there are a few central points on which I would focus. It seems in education there is a broad disconnect between the theoretical and the experiential. In the program we learn a lot of strategies, theories, and look at an arrays of different philosophical approaches. While all of this is well intentioned and indubitably has many positive influences on teachers, there is absolutely no comparison to the experiences of being in a classroom each and every day. The first central point on which I would focus is that each teacher must understand that not every classroom is the same. I would want teachers to take a great deal of time to get to know each student and then develop strategies specifically tailored to their students’ needs. The strategies and theories are fine, but I think lesson plans that teachers work on in a teaching education program should be one that demonstrate approaches that work in the classroom in which he or she is teaching, and not just demonstrating that he or she understands specific pedagogical approaches or theories.
The second central point is that I would not have candidates teach at a two different school sites. Yes, I understand there is intrinsic value to experiencing two different schools and being prepared for diverse arrangements, but teachers should get the full experience of working with a class for an entire year. Teachers should connect with those students and allow those students to get used to their teacher without them being introduced or taken away mid-year. Teachers should learn that it is about the students first and so regardless of ideal or non-ideal situations the teacher has to be committed to that classroom.
If I designed a teacher education program I would do away with TPAs, since I am king of the world of course. The problem with TPAs is that they only require teacher candidates to say the “right” things. Many candidates could devote an exorbitant amount of hours to write up a TPA, but it does not demonstrate whether or not the candidate is an effective educator. I think there should be more observations by a state official or university supervisor that spends time in the classroom and can physically observe the teaching practices of the candidate. There just has to be other solutions aside from writing up a solid TPA.
Teaching education has to inspire a student focused and student driven agenda in any teaching program. I firmly believe that experience trumps theory. I do think some theory is useful for a framework, but there is much more to gain from experiencing the classroom setting each day. As I have gained experience teaching and working in the classroom I have found that building rapport and connecting with my students has been vital to motivating and helping students.
The second central point is that I would not have candidates teach at a two different school sites. Yes, I understand there is intrinsic value to experiencing two different schools and being prepared for diverse arrangements, but teachers should get the full experience of working with a class for an entire year. Teachers should connect with those students and allow those students to get used to their teacher without them being introduced or taken away mid-year. Teachers should learn that it is about the students first and so regardless of ideal or non-ideal situations the teacher has to be committed to that classroom.
If I designed a teacher education program I would do away with TPAs, since I am king of the world of course. The problem with TPAs is that they only require teacher candidates to say the “right” things. Many candidates could devote an exorbitant amount of hours to write up a TPA, but it does not demonstrate whether or not the candidate is an effective educator. I think there should be more observations by a state official or university supervisor that spends time in the classroom and can physically observe the teaching practices of the candidate. There just has to be other solutions aside from writing up a solid TPA.
Teaching education has to inspire a student focused and student driven agenda in any teaching program. I firmly believe that experience trumps theory. I do think some theory is useful for a framework, but there is much more to gain from experiencing the classroom setting each day. As I have gained experience teaching and working in the classroom I have found that building rapport and connecting with my students has been vital to motivating and helping students.