Through our collaborative efforts to improve education, the Board of Teaching, and MACTE institutions are changing lives. Each semester hundreds of preservice teaching candidates undertake one of the most challenging experiences of their lives; student teaching.  Guided by standards and prepared with strong content knowledge and high quality, research-based pedagogical practices, our candidates courageously enter the new and exciting territory of the classroom.  Most have prepared to enter this wonderful profession because they have hope for the future.

In her book Teaching to Transgress,  bell hooks reminds us of the world of the classroom when she writes:

The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom" (207).

In our candidates we see that the possibilities for a bright future are imaginable and endless. While still novice and in need of long-term faculty development and induction programs, these candidates are the future of our profession.  Across our MACTE institutions one can find examples of student teachers that inspire their students and us alike.  These students assure us that the profession is in incredibly capable and good hands.  Let me introduce you to three such students.  

Ashley imagined and has already taken initiative to create a summer literacy program for English Language Learner preschoolers.  She has developed a curriculum, secured funding, established working arrangements with school administrators, and inspired others to participate in this much needed and freeing experience.

Andrea noticed that one of her students was disinterested in participating in physical education activities. Sensitive to her students, Andrea discovered the flags used for flag football would not fit the student.  On her own initiative, Andrea took two of the flag belts and had a shoemaker custom make a larger one for her student. This imaginative and freeing act did not go unnoticed by her student. The student was not only thrilled, but became one of the most motivated students in the class.

Jonathan, while working with students at an environmental learning center, noticed a young man with Down syndrome sitting alone on a log in the woods. The student had fallen down in a puddle and had decided he wasn’t going to move from his wet and cold perch.  Without a moment’s hesitation, Jonathan threw himself into the puddle and came up with a big smile saying “ how would you like to take a walk?’  Immediately, the young man responded to Jonathan and together they walked hand-in-hand to the interpretive center.  Through these students and their experiences we are continually reminded of the imaginative powers of our candidates and of the freeing possibilities for their students and the profession.  

As presented to the Minnesota Board of Teaching on November 16, 2007:

On your agenda today is the question of the 5-8 specialties for candidates working towards K-6 licensure. Soon you will face a decision on whether to decouple the two licenses, allowing candidates prepared in Minnesota to be treated in the same way as candidates prepared in some other states. This dilemma has been on the Board of Teaching radar for a few years. MACTE has really appreciated Karen Balmer’s efforts to analyze the issues through the work of a task force last winter and through input gathered from constituents around the state through a series of panel discussions this summer. Middle school principals, teachers, and higher education representatives participated in the task force as well as the panels, carefully examining the issue under Karen’s guidance.  We appreciate the analysis that the staff has done to sift through the pluses and minuses of various alternatives in their report on the recommended action.

MACTE concurs with the recommendation to separate the K-6 and 5-8 licensures: moving the 5-8 license to an endorsement that could be added to any licensure area. This change would present higher education with opportunities to address several critical areas of need for K-6 students in our licensure programs. If this change is approved, institutions would likely respond in different ways to the opportunity to modify their K-6 teacher preparation programs. However, we expect many institutions would add content in critical need areas such as special education, English Language Learners, and reading.

Special education is an area that could be addressed in more depth in some elementary education licensure programs. We have heard recently about the increasing numbers of children with autism in Minnesota. We know that understanding Response to Intervention (RTI) is a critical area for general education teachers. Additional training that addresses these issues could be included in K-6 licensure programs.

Emphasis on preparing students to work with English Language Learners (ELL) could also be expanded in a revised K-6 licensure curriculum. Teacher candidates need to know more about English Language Learners and how to help them be successful. English Learners are with their classroom teacher for much of the day. That teacher has primary responsibility for their success in learning English while also meeting the state’s academic standards.

Elementary teachers might also receive more instruction in teaching reading and writing—essential skills for which the foundation is laid in elementary school. These areas are currently being addressed through the standards and corresponding coursework, but the greater flexibility would allow some programs to expand instruction on reading and writing in their curriculums.