There is nothing redundant about teaching teachers. In fact, the process should be given greater emphasis. It lies at the headwaters of the educational ecosystem and has significant bearing on the ultimate success -- or failure -- of instructors.
With varied challenges facing public education in Utah and nationwide, many are taking a hard, critical look at curricula and processes for training teachers. That scrutiny includes not only initial requirements and schooling for potential educators, but also recertification down the line.In the Beehive State, for example, the Legislature passed two significant measures that establish stricter requirements for teacher licensure and require teachers to continue training to maintain their certification. Both are reasonable steps that will not undermine qualified professionals but will nudge the less-skilled into better performance, or force them out of the profession.
Nationally, a task force has recommended changes in teacher training. Those include a more aggressive recruitment of top students, increased pay for professors and better coordination with academic programs outside schools of education.
Those steps are OK, but they are somewhat vulnerable to political winds, unlike changes to curricula that could be speedily implemented by schools of education. The task force, sponsored by the American Association of State Colleges and Universities, noted that other on-campus academic programs could help better prepare teachers.
A history department could offer ideas on preparing a well-rounded social studies program. The same should happen in the sciences, English and other languages, physical education and other disciplines. Too often, the school of education operates independent of other academic departments. A little coordination and cooperation could go a long way.
Teacher-education programs also need better cooperation from schools so people do not train in or teach outside of their subject areas. Colleges and public schools could better work together to improve employment conditions and to establish professional-development programs.
None of these steps is, in itself, a cure-all. But a healthy self-examination by schools of education is in order. Together, these and other changes would be reasonable to implement. They would be a significant step forward in the effort to successfully educate educators, which is bound to have a positive trickle-down effect in the lives of young students.