Teacher Preparation: Are basic training requirements being met for instructors in Teach for America.

Issues in teacher preparation, such as subject knowledge (i.e., minor, major in undergraduate, major in graduate school), pedagogical coursework, and a high-quality field experience have been researched and debated regarding their impact on various outcomes (i.e., retention in the profession) including student achievement.  Consider the following: If a teacher’s subject knowledge, pedagogical coursework, and field experience all contribute to student achievement, isn’t it important to maintain standards across these areas for the level of preparation required of all teachers entering the profession?  However, programs such as “Teach For America” provides a pathway into teaching that does not meet the standards for a pre-licensure teacher certification program in any state in the United States.  How then, is the issue of lower teacher preparation standards acceptable for teachers who are placed in schools with students who experience some of the greatest challenges to learning?  For this week’s discussion, you and your colleagues will debate the issue of teacher preparation for schools, students, and parents with teachers who are participating in the Teach For America program.

INSTRUCTIONS

Begin by reflecting on this week’s readings, videos and your own experiences with new teachers. Then, consider the following questions:

• Is the 5-week Teach For American training sufficient preparation for a new teacher in a classroom with students who come to school from challenging environments that negatively impact their learning.

• What are the most important challenges to improving the preparation received by Teach For America participants? 

• Discuss alternative training solutions that may supplement the gaps in teachers’ preparation for “Teach for America?”

With these thoughts in mind, proceed to this week’s Discussion prompt.

By Wednesday:

Post your thoughts about the following questions:

• Compare and contrast the training new teachers receive in Teach For America and the traditional pre-licensure program at a four-year College or University?

• Does there appear to be substantial differences in the levels of preparation for new teachers in the areas of content knowledge, pedagogical coursework, and field experience between Teach For America and traditional pre-licensure program?  Is there evidence that suggest that these differences influence student achievement?

• What can be done to improve new teacher preparation in Teach For America the traditional pre-licensure program?