A friend of mine recently graduated from one of Pennsylvania’s state universities with a bachelor’s degree in art education. When she walked across that stage to Pomp and Circumstance, she had proven that she had learned everything she needed to teach young minds all the skills they needed to create breathtaking works of art and to think through all the important steps of the art-making process.
After completing the requisite coursework, surviving long hours of student teaching, and passing the Praxis in her course area, the State of Pennsylvania gave her a certificate that showed she was qualified to stand in front of a classroom of students eager to discover.
But what she didn’t learn was exactly where all of those requirements came from. How did her University gain accreditation? What are the priorities of the school district that is hiring her? Who is responsible for hiring the person in the State Department of Education that can serve a resource when she has concerns about state standards or a new teacher evaluation program? Who determines how much professional education is necessary to remain certified? Who determines how state money is allocated across and within school districts?
The answer to all these questions vary from state-to-state, but in every case, these decisions should be informed by the voices of those in the classroom every day, the teachers themselves.Read More