Bridging the Gap between Schools of Education and the Needs of 21st-Century Teachers

Abstract

Schools of education must prepare teachers to meet the myriad needs of the diverse learners in today's classrooms. Ms. Holm and Ms. Horn discuss the essential components of a preparation program that will equip teachers to know and understand who their students are and how they learn. IF THE WORK of teachers is to evolve into the practice of true professionals, it will need to be supported by a dynamic, reciprocal connection between educational theory and practice, one that is clarified and strengthened through the work of other professionals in the field. Such professionalization of teaching requires not only the possession of a specialized body of knowledge, but also the understanding that practice expands and is validated through ongoing research and reflection. If teaching is to become a recognized profession, teachers need a model of preparation that is in line with the demands and realities of teaching, and schools of education have a critical role to play. They are in the best position to guide the progress of preservice and practicing teachers as they move along the continuum of professional growth from novice to master teacher. The groundwork for this continuum is already in place. The alignment of the standards of the National Council for Accreditation of Teacher Education (NCATE), the Interstate New Teacher Assessment and Support Consortium (INTASC), and the National Board for Professional Teaching Standards (NBPTS) establishes a powerful framework for this professional model.1 The NCATE standards require schools of education to demonstrate how they are incorporating new knowledge about subject matter, teaching strategies, learning styles, and student diversity into their teacher preparation programs. The INTASC standards outline the skills and knowledge that beginning teachers should demonstrate in order to receive an initial license. The standards of the NBPTS define the characteristics and practices of accomplished teachers. Together, these sets of standards for preparation, initial licensing, and advanced certification create a solid continuum of teacher development. Building on these efforts, schools of education that have woven these standards into the fabric of their programs can help teachers understand the expectations and realities of the teaching profession. They create a context for learning that starts their students on the journey toward expertise and prepares them for the challenges of today's schools. The essence of the knowledge, skills, and understandings that teachers need in order to successfully traverse this continuum is encapsulated in the five core propositions of the NBPTS.2 This set of beliefs captures current thinking in the field of education and provides a blueprint for meeting the myriad needs of the diverse learners in today's classrooms. Schools of education that incorporate the standards into their preparation programs equip teachers with the following: * knowledge and skills that will help them know and understand who their students are and how they learn, * knowledge and understanding of the content of the disciplines and of the instructional strategies that can be used to create powerful learning experiences, * an understanding of the role of assessment and how to design assessments that will inform practice and guide student learning, * habits of reflection, and * a collaborative approach to their work with colleagues, families, and communities. The Changing Face of Today's Learners With the diversity of learners in today's schools, the importance of knowing who those students are and how they learn is one of the most critical factors emerging as we become a global society. No matter how difficult the challenges of diversity, every student in school has a right to a teacher who understands his or her needs and knows how to move students along the pathway of learning.3 What does understanding diversity imply for teacher preparation programs? …