The Best Way to Train Teachers

I’ve been reading a lot about how to mentor teachers and train them effectively, but what bothers me is that teachers deserve better. Why do they have to be trained after receiving a college degree in education? Why do they need to be coached in subjects in which they hold a master’s degree? How is it that all of these certifications leave a teacher unknowledgeable, so much so that a coach has to come along and work intensively with a teacher to get them up to par? HOW DOES THIS HAPPEN? Why are we not intervening sooner? As teachers we are expected to teach students and at the first sign of “not measuring up,” we provide support. Then we continue to provide support until they no longer need it. But surely we do not release them into the world only to catch up with them after graduation and say “Hey! Congrats! By the way, you’re not quite ready yet so I am now going to train you.” What have all the past years of education been worth?

The same is true with a teacher education. Why spend so many years going through courses after courses if you are not set up to be successful in the classroom? How do so many teachers get passed on through a program, but then the districts have to clean it up? That is unfair to the students, administration, and most of all to the teacher themselves. It’s as if every teacher did not read the fine print about having to pay additional fees after paying the final bill. #penalty

I look back at my own educational journey and am very disappointed. I went to a great college, was extremely involved in educational clubs on campus, and even was placed in classrooms as early as sophomore year. But, I graduated still not ready to teach. I had to attend numerous professional development courses just to get the information about “HOW” to teach. Wait a minute…didn’t I just spend 4 years doing that? Then I received my master’s degree and continued to have to receive professional development sessions to hone my craft. Was I not learning? How is it that I am STILL failing? Where did all my years of education go? I later even received my National Board Certification and finally I felt like “Wow. I get it.” 5 years after entering the classroom I finally had it. Well I surely wouldn’t want a doctor operating on me if he still had 5 more years to “figure it out.” Why is this standard acceptable for teachers?

My current job allows me to coach teachers. I LOVE IT! I get to see the “aha” moments almost daily. Getting into a classroom and giving a prompt to tweak the teacher’s performance has proven to be highly successful for both the teacher’s effectiveness but also student learning. This is what all my college courses should have been like- get in the classroom, give it a shot, then the coach will help you. Instead we spent time replaying the history of education and praising major contributors to its development over the years. Although this provides an insight into where education has come from and where it is going, its not going to make a teacher effective. Student teaching should not be a few weeks at one or two schools. It needs to be a year long experience at multiple schools of varying student body composites and leadership styles. How else can a teacher hone their craft and ensure it applies in multiple scenarios?

If I could design a college program for training teachers, I believe it would look something like this:

• Year 1 (Freshman)- Attend “core” courses (subject basics) + intro to educ (history/trends)
• Year 2 (Sophomore)- Observations in local classrooms + methods classes  (“how to…”)
• Year 3 (Junior)- Observations in local classrooms + methods classes of rigor (beyond the basics of content delivery)
• Year 4 (Senior)- Student Teaching in 4 schools (1 per quarter; various economic and racial populations & administrative styles)

GRADUATION & ACQUIRE A JOB

• Year 1 (Novice)- Assigned a full-time coach to ensure rigorous instruction and effectively reaching all learners; a grade- level expert colleague is assigned as a mentor who checks in daily
• Year 2 (Collaborative)- A coach now groups teachers based on effectiveness and intervenes appropriately throughout the year based on need; same mentor checks in as needed
• Year 3 and beyond (Expert Mentor)- The teacher now serves as a mentor to other new teachers by observing and coaching as needed

Although this program is designed to ensure the teachers that graduate are ready to head into the classroom, coaches are still assigned for accountability purposes. This ensures teachers continue to improve and work towards mastery. Its a safety net that not all teachers will need, but if its not put into place as a precaution teachers will slip through the cracks. The following years decrease in the amount of support from both the coach and mentor. Some teachers might begin at this step or even pass by the support of the first two years; the hope for most teachers. But again, you cannot assume that all teachers will be able to hit the ground running at top speed. However, with a solid preparation and the support once on their own, teachers have the opportunity to succeed at a faster rate than what is available to them now.

I am passionate about coaching teachers, but I am even more passionate about doing justice in the preparation of future teachers. Give them what they deserve- the correct training. That way when they graduate and head into a classroom they are ready to excel and change lives instead of tread water and attend billions of professional development sessions. We ask teachers to step up the rigor in their classrooms. Well, how about we step up the rigor of their training so that they can be more rigorous in the classroom? It’s only fair to ask of them what we are able to give them.

What is the key to an effective teacher training program?

About the author, Gretchen

I am a teacher trainer and coach. Working elbow to elbow with teachers and teacher leaders to ensure instructional proficiency and student achievement soar lights me up. We have a real need in our nation for strong educators to remain in the field. My blog, book, podcast, courses and instructional materials are geared towards empowering teachers (and those that lead them) to receive the support needed to grow and thrive today, tomorrow and always.

• Links:
• Twitter
• Website
• Google +
• Facebook