What Educational Training Should Pre Service Educators Receive

Across the United States, schools are facing a major teacher shortage as they try to fill positions in science, math, special education, bilingual education, and other fields. The shortage mainly lies in the schools serving low-income or colored students. According to the National Center for Education Statistics (NCES), the student population will increase by about three million in the next decade. While the number of students is multiplying, teacher enrollment in preparation programs is down remarkably, falling 35 percent nationwide in the last five years (Long 2). Not only are more people not entering the teaching profession, multiple teachers are reaching retirement age. Because of the shortage, several states have been loosening their certifications

The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing

The No Child Left Behind act emerged as a result of a massive increase in the costs of schools, while failing to show an improvement in their students performances. (Paterson 32) Since these standardized test have been in effect teachers have been judged off them. The problem is that

In the last two decades, the United States has seen drastic reforms to in education. Teachers now face rigorous performance rate testing and underfunded schools (Klien). In Colorado, teacher pay has “declined by 7% over the past decade” (Whaley). For years, teaching primary or secondary education was considered a respectable and stable job. However, Colorado is now facing problems regarding the teacher workforce. Colorado is experiencing a labor shortage in educational school teacher positions in due the declining perception of teaching impacting the quality of the education in Colorado. The severity of this shortage will continue to increase in the next 5 years and will affect the other Colorado Industries.

Every few years, some new process, concept, reform, or innovation is touted as the magic cure-all that will remedy whatever ails the profession – followed by disappointment that many ailments continue to plague us. Educators are often baffled by – and perhaps impatient with – these perpetual shifts and their accompanying array of

One of the largest problems with education in the United States is teacher retention (McLaurin, Smith, & Smillie, 2009). Some remaining challenges in education is the loss of new teachers during their first years in the profession (Nelson, Duke, Hutchens, & Machell, 2014). Teacher preparation programs have been found to be significantly related to teacher quality (Katitia, 2015). Teacher quality is known as the primary force in student learning outcomes (Ring & West , 2015).

flies in the face of the evidence: Decades of data indicates that better results come not from hiring innately better teachers, but from helping them improve through constant training and

Many emergency licenses have been granted to people across the state to fill positions in need, especially in rural areas. There has also been a movement to hire “community experts” in place of skilled, qualified teachers who possess at minimum a four year degree in the areas of teaching and learning. This book offers many arguments against ways in which North Dakota’s Department of Public Instruction and Education Standards and Practices Board is proposing adjustments to aid this crisis. It has been quoted by a board member on the Teacher Shortage Task Force that “someone is better than no one” in the classroom. Andy Hargreaves and Michael Fullan would argue that North Dakota could have a greater return on Professional Capital making greater investments in education by finding strategies to retain its current teachers and perhaps offering incentives to potential prospects entering the field. Political leaders must demonstrate a greater respect for teachers, instead of settling on a solution where teachers are left feeling as though their leaders and the public are comfortable filling their positions with unqualified community

In the epilogue of “The Teacher Wars,” Goldstein concludes with several assertions about the teaching profession. She asserts that teacher pay is an important matter, that the legacy of “normal schools” and elite teacher training must be ended, and that tests should return to their role as a diagnostic tool in the classroom, and not an analytical tool used to measure teacher effectiveness.

Over ten-thousand students are being taught by unqualified teachers. Often, these teachers lack appropriate training in subjects such as discipline in the classroom and proper integration of technology into the learning environment. This does not mean teachers are not attending such trainings, in fact, most new and experienced teachers are required to be present at these events. The problems lie in the trainings themselves. “Seventy-one percent of elementary training in reading instruction is not based on practical research that produces positive results” (Noonan 1). Also, only nineteen percent of training in mathematics is parallel to standards of higher achieving countries such as Japan (Noonan 1). Also, lacking qualifications often stems from an early lack of guidance. New teachers are often prepared in an inconsistent and unsupported fashion. Often put into challenging classrooms with little guidance or supervision, nearly fifty percent of new teachers leave education in the first five years because of frustration with being left unsupported. With college entry standards and Common Core assessments demanding more from students, educators too, must be reevaluated and extensively prepared. License recommendations, teacher preparation programs, and program approval must be made stricter and more rigorous. If teachers are unprepared for the scrupulousness of standards, how can America expect promising results from its

“Just as we recognize that aspiring doctors need training before they can diagnose and prescribe, we must acknowledge that reaching candidates require an upfront investment” (Polakow-suransky, Shael, Josh Thomases, and Karen Demoss. "Train Teachers Like Doctors." The New York Times. The New York Times, ).We should not treat teachers as if they are not important they are the ones that inspire people to take on the careers they choose to do. We have to make the teaching career just as important as being a lawyer or doctor. Many teachers dedicate a lot of time and patience into their career therefore they should not be looked over nor trained any

But the report noted, “Over the past five years, 37 states have improved their overall teacher policy grades by at least one full grade level because of significant reform, particularly in the areas of teacher evaluation and related teacher effectiveness policies”(concordia

“We know that almost all U.S. children, no matter where they live, will be academically endangered if they have poor teachers for three years in a row. We also know that low-income elementary students who have good teachers three years in a row will have test scores that are more like those of their middle-class peers. And we know that the scale of the "problem" of creating a high-quality teaching workforce is astonishing: There are nearly 4.5 million teachers in the U.S.” (Wilson) A 1996 study by William Sanders supports Wilsons claim that there is a three year increase or decrease in student performance. The study by Sanders reported a difference of 50 percentile points in student achievement between students who encountered three consecutive years of teachers at or above the 80th percentile of performance and those students who encountered three consecutive years of teachers in the bottom 20th percentile of performance. This based on data from several Texas school districts further highlighted the importance of effective teaching by concluding that if a student encounters an above-average teacher for five years in a row, that

Nationally, there appears to be a growing recognition that teacher education programs do not fully prepare beginning teachers for the rigors of school teaching. However, rather than attempt to defend the need for universities to be able to meet this demand, I believe that it is more important to realistically appraise what is possible in teacher preparation - and what is not. Hence, it is more than reasonable to assert that teacher preparation programs are, by nature, inadequate and incomplete.

The first section to be discussed is the “Effective teacher versus ineffective teacher.” With the push of teacher accountability in today’s school, states are