A few years ago, I attended the Indianapolis 500 race.  I had much anticipation and many preconceived ideas. Yet I was completely amazed and unaware of the preparation and pageantry that occurred prior to the start.  One doesn't see this on TV.  As the cars started to warm up the rain began to fall and the race was delayed.  The next day I went back to the track and saw the start of the race, but again rain delayed the race.  It wasn't until the third day that the Indianapolis 500 was completed and the winner decided.  In watching the race unfold, I observed three phases; the start, the adjustments and modifications, and the finish.  In reality there were four phases: the first being the preparation.

This story is very applicable to the arc of a P-12 educator's career.  Every teacher candidate completes a preparation phase.  Likewise all teachers experience an induction phase in which they are placed into a classroom.  Some may experience a retention phase - a time in which the teacher continues learning the profession and gaining expertise through professional development.  The final phase is the completion of the career.  Historically, little attention has been given to the induction phase, or the retention phase.  Traditionally we launch a teacher's career on a myth that teacher preparation provides all the necessary tools and preparation to teach unassisted in a classroom.  If a participant only focused on the preparation for the Indianapolis 500, he/she may get into the field of 33, but would fail to complete the race without mid-race corrections and modifications. 

Recently, our state has focused a considerable amount of time and allocated resources on efforts to improve the preparation of our teacher candidates.  MACTE institutions often find themselves modifying and making adjustments in this preparation phase.  However, with our current funding and mission little resources are given on how candidates are inducted and retained in the teaching profession.

As states look for ways to fill shortages in math, science and special education, a national trend is to rely on alternative programs, hiring teachers from foreign countries, and quick fixes. Several states are recommending technical changes in certification standards, increased pay, or resuming tuition reimbursement for college students studying to be teachers.  One state is recommending the creation of two new education certificates: one for teaching students in pre-kindergarten through 4th grade, and another for grades 4-8, with both certificates requiring all education majors to complete additional course work in special education and English as a second language.  Others are requiring newly licensed special-education teachers to be certified to teach in regular education classrooms (Baltimore Sun (2008) and Wilkes Barre Times Leader (2008).

Unfortunately, the examples above focus on the preparation phase only.  MACTE encourages the state of Minnesota to focus on the teaching profession as a whole.  As we begin the Standards alignment, we need to look at a comprehensive model that includes standards at all phases, beginning at preparation and continuing throughout a teaching career. This needs to include the induction, and retention phases. 

As we begin to look at a comprehensive model we cannot stop at setting the criteria. We need to provide support at the induction and retention phases.  Quality induction assists in articulating to teacher candidates a clear set of professional norms and expectations with the support needed to make classroom decisions as well as becoming part of the educational community.   Induction experiences have the potential to frame the future of the teaching profession - a profession that faces continual challenges and the struggles of teaching in all environments - urban and rural.  A comprehensive model of shared learning and collaboration through all phases of teaching will be contagious (Moir & Gless, 2001).

In going back to my metaphor, I had to return three days to see the completion of the race.  After all it was 500 miles not 5 or 10 miles.  Teaching and becoming an effective educator is a journey.  Each journey is different and unique to the individual, but all of us need support, mentoring, and opportunities for growth.  In the Indianapolis 500 race there is only one successful completer or a winner. In a comprehensive model for teacher development with all of the phases addressed, there can be and should be many successful completers. 

Sources

Baltimore Sun (2008).  State Looks at Ways To Train, Retain More Teachers

Wilkes Barre Times Leader (2008). State, Colleges Clash Over Teacher Training

Moir, E. and Gless, J. (2001). Quality induction: an investment in teachers. Teacher Education Quarterly, 81