On the other hand, I haven't met too many teachers who thought their credentialing program was very useful. Teacher preparation needs to be completely revamped, getting rid of a lot of the political (8 zillion courses in "multicultural education", for example, as if no one's ever worked with people unlike themselves before) and focusing more on the practical. While I'll agree with Van Roekel that a good mathematician doesn't a priori make a good math teacher, neither does someone make a good teacher just because he/she has completed a credentialing program.
One reform idea floated by Republicans and others involves changing the definition of “effective teachers,” loosening restrictions on who can instruct in the classroom. Some argue that an experienced mathematician, for example, shouldn’t have to obtain a separate degree to become a teacher.
Mr. Van Roekel dismissed that idea as irresponsible.
The power of the teachers unions, many reformers argue, is the single biggest reason major changes have come so slowly to the U.S. education system.
Mr. Van Roekel strongly disagrees.
“I take it as a personal insult when people believe that anyone with a degree in math can do what I do in the classroom,” he said, referencing his 23-year career as a math teacher.
Wednesday, November 23, 2011
I Didn't Know The President of the NEA Is A Former Math Teacher
Learned something new: