There is discussion at our school about implementing strategies that develop 21st century skills into our curriculum (http://www.p21.org). We recognize that students thrive when they explore, problem-solve, and drive their own learning. As we examine student instruction, it is also worth reconsidering the academic training and professional development of teachers. In his blog, Peter Pappas asks, “What would happen if faculty meetings and staff development had to use the strategies being advocated for the classroom? (http://www.peterpappas.com/2012/07/14-provocative-questions-for-the-faculty.html) If learning and therefore teaching is dynamic, is it worth having a teaching degree based upon current methods of instruction? Or is it more valuable to have a breadth of experience in a variety of fields? If adaptability is the most valuable trait a teacher can have, what is the best training model?
I see teaching as a field excursion. The teacher is facilitator and leader of the group, but each member of the team is responsible for their own experience while working collectively. I find this expeditionary model best explored by The Odyssey School of Denver (www.odysseydenver.org). While I agree that teachers need to be informed about instructional strategies, implementing those strategies happens most effectively on the job. If I could develop my own teacher education program, it would draw upon people that have diverse experiences, place them in a mentored team-teaching environment, and provide a framework to reflect upon the teaching. A person with a background in art or music can be an exceptional reading and math teacher.
This idea that anyone can teach any content is a wonderful test for a school community. Recently, our Dean of Students substituted for one of our homeroom teachers. Some faculty found it surprising that an administrator could or would take over a classroom. However, Charley has the 21st century skills that allow him to adapt and work effectively within a dynamic classroom environment. I recognize him as a gifted educator. I once asked him what dissuaded him from trying to be a classroom teacher when he began his career in education he explained that with a Russian degree, he wasn’t a good fit for the traditional teacher training programs…unless he wanted to teach Russian. It is a shame. I hope that our requirements of teachers can shift and allow us to move away from “experts” in a specific field, and towards active learners and facilitators. I would like to see the 21st century skills valued in teachers, as much as they are valued in students.