(photo by dcJohn)

Ladue teachers are going back to school.

❝Ladue, one of the top-performing districts in the state, has recently told its teachers with bachelor's degrees that a master's degree "will be the new standard expected" within four years.❞ (St. Louis Post-Dispatch)

The Post article basically says that the teachers aren’t going back to improve their teaching, as “study after study” shows that further education isn’t worth much. Then why would Ladue encourage their teachers to spend their time in class?

❝To the Ladue School District, it's worth their reputation, and the support of voters who may approve or deny tax increases.❞

That seems harsh. Maybe pragmatic?

I had noticed the Ladue outlier in a post on teacher salaries last spring.

I would like to drill deeper into the research on graduate studies since it seems so counter-intuitive to me as both a former teacher and as someone who has looked at a lot of numbers. I have a lot of questions.

Would the research differ if we factored in the type of degree and/or the challenge level?

❝I still see a lot of generalist master's programs that are pretty easy and painless for teachers to get through," Hausfather [dean of education at Maryville University] said. "It's still hard to push programs that push people. They just want to get a degree and a pay raise.❞ (St. Louis Post-Dispatch)

❝They [Goldhaber and Brewer (1996) also found that, although advanced degrees in general were not associated with higher student achievement, an advanced degree that was specific to the subject area that a teacher taught was associated with higher achievement.❞ (Center for Public Education)

Would the research differ if we isolated certain age levels or certain subject areas?

❝Goldhaber and Brewer (1996) found that the presence of teachers with at least a major in their subject area was the most reliable predictor of student achievement scores in math and science.❞ (Center for Public Education)

What long-term effects does being perceived as more professional have on the teaching profession?

This seems to be the affect Ladue is going for. I’m not sure how it can be measured. Have they done surveys?

Tags: Ladue School District, teachers

I've been reading David Labaree's The Trouble with Ed Schools for my late-night reading material because I am passionate about improving the quality of teacher education. OK, I'm passionate about education in general and expect people going into the profession to be so also. Alas.

A friend and I were chatting yesterday about the people we knew in various teacher prep programs. Unfortunately, most of them majored in ed because they 1) needed a fallback if they couldn't make money doing what they really wanted to do 2) they had to choose something 3) like teaching well enough but only plan on doing so a few years until they have children.

None of these are bad reasons in themselves, and I don't fault these individuals, but it demonstrates the low status that Labaree demonstrates U.S. society gives to ed schools. Would anyone go to law school as a fallback? nursing school? (Ed school is often compared to nursing and social work schools, so I think that one is a particularly valid question.)

I asked someone who went to Truman if anyone she knew didn't feel passionately about teaching. Nope. Nobody there majored in education because they didn't know what else to do. Perhaps this is because Truman did away with awarding a bachelor's in education, so the students are planning on a five-year program. The purpose may be to strengthen the academics, but the side benefit may be to strengthen the education program. Passionate students improve classes.

Washington University is now also moving to a master's only program.

Tags: Labaree, Truman, Washington University

I've always been impressed by the six-year pre med/med school program my brother attended at UMKC. Students there are accepted out of high school into an intensive program that combines pre med with med school so that they end up receiving both degrees at the same time. Practically speaking this means that students theory and practice are interwoven through the six years.

Students of varying years are placed together in a team with a docent. They make rounds with their team and are given increasing responsibilities at the hospital as they further their studies. They start making rounds the first week of school. I remember my brother needing to buy a lot of ties!

❝Docents are responsible for their own docent unit, comprised of 10 to 12 students. Year 3 students join a new docent unit and have individual offices at either the medical school or St. Luke’s Hospital. Docent units include Years 3-6 students, a clinical pharmacologist, an education team coordinator, a docent and other health care professionals.❞

We can implement quite a few of these into a strong teacher education program.

Get them into the classroom
Just like in my previous post, I believe students studying education need to be in the classroom right away. I love how the pre-med students were in the hospital making rounds their first week of college. What a great motivation! Integrating theory becomes so much easier when they see and experience teaching from the beginning.

Put them into teams
Teaching is no longer the isolated profession it used to be (or at least shouldn't be). Learning from each other and learning how to work with each other should be part of the culture.

Strengthen their academics
Truman University has experimented with requiring their education students to get their bachelor's in their content area or, for elementary ed students, in a related field like psychology and then get a master's in education. The students plan the program from the start as many of their undergraduate electives need to be education classes, especially elementary ed. I know that combining undergrad and grad isn't the answer for every program, but I do know that strengthening the academics overall is key.

Tags: Teacher education, UMKC

The boys at St. Louis University High School do a three week-long community service project their senior year. One of the options is to work in various local elementary schools. They are there all day, in the same classroom, for three weeks, not observing but helping. The boys are to keep a daily journal, complete a written report and follow-up with a discussion with their faculty advisor. By the way, the kids love the them.

While few of these young men will probably go into teaching, especially elementary, they probably will have more classroom experience than most elementary education majors before their student teaching semester. I believe that education majors need to get in the classroom much earlier in their degree programs and not just to observe. An intensive intersession during the first year of schooling would help education students know if they really want to teach before their final semester and provide some context for their theoretical studies. While the SLUH program is for community service, it showed me a glimpse of what our teacher ed programs should be doing.

Tags: Teacher education, SLUH

The other day I was talking to a friend who is in college in a teacher ed program. He made the comment that you study all this pointless theory and then you get slammed when you student teach. I happen to disagree that the theory is pointless, but I definitely agree that you get "slammed" when you student teach and believe that the theory would be more meaningful after you have started some teaching.

I talked to other friends who teach and supervise student teachers in hopes of learning that the teacher ed world has made great strides since I was more directly in the field. Nope.

In that spirit I plan on making several posts presenting my ideas on teacher ed. I have yet to read up on what others are saying but will do so and, of course, comment. These first posts, however, are some ideas I've had based on my own experiences and/or observations.

Tags: Teacher education