Reflection Paper # 1 - Claudia Cardenas

*Reflection Paper#1: Describe the evolution of teacher preparation programs from colonial times to the present day. Be sure to discuss the reform efforts of the 1980s and the controversial role of Teach for America in the preparation of teachers.*

Everybody has the inherent ability to teach; but today, not just anyone can be a teacher. During colonial times there was no conventional training for individuals wanting to teach. Elementary teachers needed only to have completed elementary school themselves. A smaller group of professors teaching at the secondary level generally had attained a college education. Knowledge of the subject was the only necessity, no teaching proclivity or skills were required. In colonial times, most of the people that taught were teenagers or adults of questionable character. Early on the act of teaching was poorly executed, received no respect, and demanded no training.

An improvement arrived in 1823, when the Reverend Samuel Hall opened the first normal school. This school was the first to teach elementary school graduates how to pass their knowledge on. Normal schools' teacher training offered a two year program containing basic subjects and teaching methodology. In the twentieth century, professional teacher training became more accepted. Many state teachers' colleges grew to become state colleges. The rise in demand for more and better teachers expanded the programs that normal schools, colleges and universities provided.

As a result, in the 1980s began a new effort to reform education. Many reports like Tomorrow's Teachers (1986), and A Nation Prepared (1986) by the Carnegie forum, complained about low standards and the lack of professionalism of teachers. The latter also suggested an end to the undergraduate teaching major, so that master's level teaching degrees can take its' place. After the reports, some universities added master's level teaching programs.Lack of support for the teaching vocation has hindered a rapid development.

More over, the Carnegie Forum influenced the creation of the National Board for Professional Teaching Standards (NBPTS). The NBPTS aimed to recognize successful and talented teachers with skills and knowledge that indicated their elevated level of achievement. That was an important marker in the evolution of teacher preparation. After the NBPTS, the educator profession strayed away from licensing anyone who had completed the minimum requirements. At this point, teachers had to have a standard teaching license and those professors deemed extraordinary would receive board certification. Reforming teacher preparation is a long and difficult endeavor, but milestones have been reached.

Today exists two main methods of teacher preparation.One method being the traditional path of studying the science of teaching, the subject matter and then doing an internship before actually practicing. The second method gives the students a teaching license after they complete a structured apprenticeship.Also, the latter assumes that the new teachers already know their subjects and believe that with practice they can tune their teaching skills. Although great teachers can come from both methods of preparation, I believe that it is not fair for the students education to suffer because teachers licensed by the second method are not well prepared.

Similarly, a small but growing program Teach for America has critics raving. Teach for America is a program that recruits graduates and professionals to teach throughout the United States. Members of Teach for America do not have to be certified to become an educator. They take a month long course that grants them alternate certification. Many educators believe that these alternate certifications are irresponsible and do not help to establish teaching as a well respected profession. Teach for America critics argue that to be successful in today's classrooms teachers need more thorough preparation and that standards must be maintained. Alternate methods of certification are controversial and deterring to the success and respect of teaching careers.

In colonial times, almost anyone willing could become a teacher, teacher preparation began to improve in the1980s and principles were being set to better success; but, today teaching certification programs seem to be taking teacher preparation development full circle.