5 Ways Teacher Education Programs Fail New Teachers

5 Ways Teacher Education Programs Fail New Teachers

Written by: Dave DeRose

I can’t believe I am saying this, but I have been teaching for six years. As I reminisce over the past years, I am reminded of the many struggles I faced. Struggles that irritated, stressed, and depressed me. I wasn’t alone either, I have had many friends – who were great teachers— leave the profession for good. As sad as that is, they left for a variety of reasons. Some found new passions, but most were pushed out; pushed out by society and various truths regarding education, public education specifically. Truths that they had never been given the tools to face. I believe teacher education programs are to blame. 

At one point, I was so distraught with the institution of education that I was going to quit to become a personal trainer (which had been a part time job I had for two years while teaching). Because I was able to weather the storm, I was able to conceive this list. It is my goal that in reading this, whether you are a professor, new teacher, a teacher-to-be, or a veteran teacher, that we can better implement strategies to support our future educators to deal with the realities that face them.

1.  Focusing too much on techniques that will never be used day-to-day.

I personally spent hours writing Madeline Hunter lesson plans, of which I have written zero in my actual career as an educator. While I believe that being able to identify a lessons objective and purpose, it is not something that needs to take up so much of the curriculum time. I offer instead, focus on the skills, will, and talent teachers will need to be successful. Examples of skills teachers actually need are prioritization and organization. You have 100 papers to grade, an IEP meeting, PLC meeting, and a pre-observation meeting, how do you plan on prioritize what you do first (also considering what documents you need to bring to each)? How will you organize your assignments? If a parent or administrator wants a body of evidence on a student, will your organizational strategy hold up?

2.  Focusing too much on “perfect case scenarios.”

Undergraduate education courses are full of fluffy language. Professors speak in flowery language depicting the role of teachers, how they will be received by the public, and by students. This creates a completely misguided vision of what “the classroom” will be like. Life is not a movie where they teacher comes in and magically saves the day. It takes so much more than a positive attitude and belief in education being the x-factor in improving station in life for students. It takes a knowledge of trials and tribulations schools actually face; which brings me to my next point.

3.  They don’t do case studies teachers actually face.

In doing case studies of realistic scenarios that schools actually face allows teachers-to-be an avenue to work on the problems they will actually face in the schools they will be working at. Have them solve problems like, “New teacher gets hired at a new school, teacher only knows how to use computers, projectors, and Smart Boards, and however the school has none of these resources. Teacher walks into the classroom and sees an overhead projector and chalk board. What resources does this teacher need? How can he/she improve her situation?” Acknowledging the actual state of education will prepare new teachers for the realities of the profession. Pretending like they don’t exist sets new teachers up for extreme stress and disappointment. They can handle the truth (unlike Jack Nicholson in “A Few Good Men”). Take the resolve they have and properly aim it, like a skilled archer, considering wind speed, rain, humidity, and distance.

 4.  They must learn to create a voice for communicating with different stakeholders around the school (i.e. parents, colleagues, and administrators).

There is no class that prepares teachers-to-be on how to communicate with the various stakeholders they will deal with on a daily basis. Why isn’t there a class that teaches how to write letters to parents when they have an issue with something that happened in class (i.e. student’s grade, content, or behavioral referral)? One that teaches how to communicate with administrators regarding needs teachers have in class (i.e. professional development, strategies, or support in dealing with a colleague)? This is an essential skill that is used daily in the career of a teacher that never is addressed in teacher education programs.

5. They need give teachers a vision for longevity in their career. 

Teaching is a unique profession. I am sure you hear that a lot, but hear me out on this. It is a job that people stay in because of its moral fiber, not due to pay raises/bonuses, vacations, or any perk imaginable that actually exist in other professions. The turnover rate is 70% in the first five years because teacher lose track of the importance of their moral standing: lost in the ambiguity of how society views success, lack of support by parents, and the inability to see if your impact directly. By clearly establishing a mission and vision for a teacher-to-be’s career will alleviate many of society’s pressures. When a teacher has a clear idea of what they are doing and why, they are more successful and will stick with the career.