1. Solutions to problem with education:
On-the job-training touted on the forum, as carried out by school systems such as Japan, Finland, and the likes is definitely a good place to start. One of the difficulties with our educational system is that teacher-preparation programs don't adequately prepare people for the real deal, the classroom. Many education professors are so detached from the realities of the classroom that they don't offer relevant and insightful information to teachers-in-training. There should be a lot more hands-on activities in teacher-prep programs. Increased time for on-the-job-training and effective collaboration time is critical in improving our educational system.
Also, creating a hierarchy of teachers based on experience and skill, that recognizes and rewards veteran and/or very dynamic teachers, with prospective teachers as shadows, would provide a mechanism for "sharing" the craft.
On that note, I would like to point out two factors regarding BTSA. First, many master teachers feel that they are pulled from their own classes too often in order to attend required trainings and that discourages many from participating as BTSA Advisors. Secondly. BTSA is often just more paperwork and time-obligation for new teachers who are already struggling to fit everything in. Some re-thinking of BTSA and re-structuring would be beneficial to convert it into a beneficial tool for supporting new teachers and providing a link between good experienced teachers and newbies.
2. How to reorder the focus of the priorities in the educational system:
I agree that less money, time, and effort on testing is an excellent place to begin so as to free up time for effective teaching that creates critical and expressive thinkers. It has become a cliche to say that "testing has become a subject matter of it's own", but unfortunately, I believe it has.
Also, I agree with Catherine Lewis' comment on focusing on less standards and working with them to greater depth. The amount of standards that need to be "touched" upon is extensive, and because of time constraints, one must move on to the next standard even if students haven't learned the preceding one...the hope is that they'll "get" it the next time around.
Teachers need more support, inside and out of the classroom. They need more time for professional growth and time for observations of students and other teachers. I know that in France, veteran teachers are given time off during the academic year for professional growth and they are paid full salary. I was also made aware a few years ago that teachers in either Finland, Sweden or Norway are given one year for professional training on full salary every five years they teach. The point made on the forum was that of teachers choosing their professional growth objectives and training with the assistance of an adviser. That is a wise choice given that often school and district-mandated trainings are not usually useful for most teachers and don't take into consideration each teachers needs.
3. What types of professional development work for me:
I find that professional development that is geared towards my shortcomings, passions, and areas in need-of-improvement are most useful. The ability to be able to reflect, particularly with a mentor, and choose development that will help me become a stronger, more well-rounded teacher, with clear points of expertise, is critical.
4. Resources I need to become a better teacher:
More effective collaboration time, funds for materials, time and funds for professional development, a positive and unified school staff with clear objectives and a sound mental climate. Strong, decisive leaders who will lay down the law in order to bring unity amongst a staff.
5. CA Content Standards and the curriculum I am assigned to teach:
The CA Content Standards are far too many and it is impossible to teach any of them effectively since you have to speed through them to keep pace. We need less of them so we can atleast teach some substance to our students.
6. No Child Left Behind:
It is more bureaucracy, testing and paperwork. It is not helpful in effectively educating our students.
7. How does class size determine my success as a teacher?
A smaller class size allows me to have closer contact with my students and offer them more one-one time, as well as occupies less of my time regarding grading, and administrative duties, which frees me up to prepare lessons, give students more individualized attentions etc...
8. I became a teacher...because I f0und myself doing it from an early age (eighteen) and even thought I kept looking elsewhere, it kept falling on my lap and I kept getting positive feedback from it. Although I must admit that the last two years have me considering taking a break.
9. It was actually nice to listen to the podcast. Now I know where that radio station is online and I can go back to it. Also, it was nice to be able to playback certain segments just to hear them again. I liked listening to a podcast as an assignment.
Also, I agree with Catherine Lewis' comment on focusing on less standards and working with them to greater depth. The amount of standards that need to be "touched" upon is extensive, and because of time constraints, one must move on to the next standard even if students haven't learned the preceding one...the hope is that they'll "get" it the next time around.
Teachers need more support, inside and out of the classroom. They need more time for professional growth and time for observations of students and other teachers. I know that in France, veteran teachers are given time off during the academic year for professional growth and they are paid full salary. I was also made aware a few years ago that teachers in either Finland, Sweden or Norway are given one year for professional training on full salary every five years they teach. The point made on the forum was that of teachers choosing their professional growth objectives and training with the assistance of an adviser. That is a wise choice given that often school and district-mandated trainings are not usually useful for most teachers and don't take into consideration each teachers needs.
3. What types of professional development work for me:
I find that professional development that is geared towards my shortcomings, passions, and areas in need-of-improvement are most useful. The ability to be able to reflect, particularly with a mentor, and choose development that will help me become a stronger, more well-rounded teacher, with clear points of expertise, is critical.
4. Resources I need to become a better teacher:
More effective collaboration time, funds for materials, time and funds for professional development, a positive and unified school staff with clear objectives and a sound mental climate. Strong, decisive leaders who will lay down the law in order to bring unity amongst a staff.
5. CA Content Standards and the curriculum I am assigned to teach:
The CA Content Standards are far too many and it is impossible to teach any of them effectively since you have to speed through them to keep pace. We need less of them so we can atleast teach some substance to our students.
6. No Child Left Behind:
It is more bureaucracy, testing and paperwork. It is not helpful in effectively educating our students.
7. How does class size determine my success as a teacher?
A smaller class size allows me to have closer contact with my students and offer them more one-one time, as well as occupies less of my time regarding grading, and administrative duties, which frees me up to prepare lessons, give students more individualized attentions etc...
8. I became a teacher...because I f0und myself doing it from an early age (eighteen) and even thought I kept looking elsewhere, it kept falling on my lap and I kept getting positive feedback from it. Although I must admit that the last two years have me considering taking a break.
9. It was actually nice to listen to the podcast. Now I know where that radio station is online and I can go back to it. Also, it was nice to be able to playback certain segments just to hear them again. I liked listening to a podcast as an assignment.
1 comment:
That was well put! If you look at many other professions when someone new and inexperienced gets hired there is a slow training process. Imagine a newly trained surgeon leading a team in surgery or a lawyer fresh out of law school immediately in court arguing a case. Most professionals and skilled workers go through some sort of internship process to develop the on the job training to be game ready. In education there can be so many variables in your classroom to address like special ed, language learners, family issues etc that beginning teachers need many types of support to get off to a good start. I can imagine a BTSA program where new teachers take a few afternoons away from their class a week to really work out the kinks and get the on the job support their need.
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