Today, as I sit down to write this post, it is February 5th, 2012, the day when the mighty Giants of New York are battling the ever-so-successful New England Patriots to see who will be crowned the champions of the National Football League. It is amazing to see, hear and feel the energy that encompasses this culminating game. TV, radio and the Internet are filled with expert-analysis shows, never-ending news about Brady and Manning and million dollar ads. Even during my daughter’s high school dance competition this morning, the PA announcer shouted:
Who’s for the Giants? Who’s for the Patriots?
During a break, he even played the Chicago Bear’s 1985 SB Shuffle. That brought back some fond memories. I shake my head in wonderment, asking myself why so much energy is focused around not only this sporting event, but the other sports from basketball, baseball to hockey. Imagine if this much energy was focused on teaching our students and teacher preparation. Just imagine.
I was interviewing potential teaching candidates recently, hoping to get a pulse on undergraduate teacher preparation curriculum. One thing that struck me was the inability for these future teachers to articulate the current discussions in education. I expected these students to talk about the newly adopted CCSS, professional learning communities, common formative assessments, and response to intervention. Or at a minimum have a theoretical foundation in differentiated instruction and formative assessment. I wanted to hear them discuss effective, instructional strategies from Hattie and Marzano. The theme of these interviews was the candidates expressing how energetic and enthusiastic they are. These are great attributes, especially in a new teacher. However, what current skills are they bringing to the profession to help build a 21st century learner?
I have worrisome impressions they are entering a profession without any idea of the true demands and initiatives of what effective teaching is today.
If we are to improve student learning, it is not enough for our new teachers to be trained by their new employers. It is imperative that teacher training regarding current research begins in teacher preparation courses. I believe imbedding these five aspects in teacher training programs can make a positive impact on education.
5 aspects to emphasize on in teacher training programs
Common Core State Standards
Learning how to use the Common Core as the vehicle to drive 21st century curriculum will provide students with the necessary skills to be ready for the next level in school.
Professional Learning Communities
Today, building team autonomy is extremely important as we focus our efforts on collectively improving student learning through regularly scheduled meetings around student data.
Common Formative Assessments
Common Formative Assessments give teams an opportunity to measure student data and monitor student progress. Discussions on instructional methodologies takes place in the PLCs when student data is analyzed.
What happens when a student or a group of students does not develop proficiency in relation to a set-standard? What can the teacher do in the classroom to help the student attain proficiency? How do we, as teachers, vary our instruction and/or content to create the best learning environment possible?
Response to Intervention
What happens if a student continues to struggle in the classroom, even after the teacher has differentiated instruction in the classroom? What systems are in place for students to get tutorial assistance to attain the skills in the curriculum? How are students monitored and assessed to ensure skill development?
Focusing on these five aspects will make a difference in our students and help them become 21st century learners. I want to hire teachers that possess these fundamental skills in teaching our students to be successful life-long learners.
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