Jacqueline’s Blog

      This chapter begins by talking about something that we have been debating throughout our degree program.  It talks about how many teachers graduating from today’s teacher education programs feel the need to change the world.  As we have discussed many of the issues that are also described in this chapter, I think many of my fellow students in this program feel the same way I do.  We, too, must teach to change the world.  With so many areas of education moving in the wrong direction, we have an obligation to speak out and do what we can.  As I read about things that can help us change the world, I questioned the direction that the state of Georgia seems to be moving in educational decisions.  The first topic that was discussed was teacher shortages.  I was surprised to learn that some colleges still graduate students that haven’t had the opportunity to student teach.  Why is this still happening? I don’t understand how colleges and universities who don’t require student teaching maintain accreditation.  Hasn’t the federal government regulated this too?  If not, this is one area where they should.  And to go even further, we definitely shouldn’t employ people who don’t have certification in the area in which they teach.  I think back to when teachers in Georgia all had to get certified in technology by taking a class called InTech.  Why can’t the state raise the requirements in small increments like that?  I know that in many northern states, to keep your teaching job after a certain number of years, you must attain your Master’s degree.  Why can’t subject area classes be offered during that time so that teachers who don’t have certification in their subject area can attain it at the Masters level.  I also liked the idea of apprenticeship programs.  I think it makes sense.  This would allow teachers who are reaching the ends of their careers to stay in a little longer and help new teachers master all the many things that they must keep juggling in the time of a school day.  However, I keep coming back to the main problem that seems to plague many attempts to improve the system.  Funding!  Until our society stands up and demands that things change, I think that funding will prohibit many of the suggestions that could improve the educational system.  Judy Smith talks in this chapter about raising the consciousness of our society to what our schools need.  I hope that many of us after this program is complete will feel empowered to begin those discussions.  I will begin some of these talks by agreeing with Judy Smith’s comment about poor leadership at the administrative level.  Until we require our administration to actually be instructional leaders, I believe we may find ourselves making some of the same mistakes over and over.  That is why now, I will not give many of my close colleagues at school or at GSU a hard time if they go into administration.  I see now more than ever that if we don’t have diligent leadership who can explain the importance of a quality educational program that is developmentally appropriate, our elected officials will continue to pass legislation like No Child Left Behind that will lack educational integrity.  I also agree that we must counter deficit thinking within our schools and by our teachers with community strengths.  I think we will need to encourage teachers to seek out the strengths of the community similar to the teacher in the chapter.  Until we ask our teachers to actively seek out strengths within our school communities, we may find those strengths will remain hidden.  I know we can do it, but we can’t expect to see great results in one day.  It will take hard work over time and a stubbornness not to give up.  I know this Ed.S. group is up to the task!

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