Secretary of Education Arne Duncan recently unleashed a firestorm when he suggested that the overall quality of teacher preparation programs in America is ‘mediocre.” Citing studies that over 60% of new teachers feel unprepared and his own discussions with teachers who feel that they did not receive enough practical classroom training and that they were not ready for behavior issues and dealing with poor children, Duncan stated his case. He called for revolutionary change in our methods of teacher preparation and stated that one million new teachers will be neede

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d in the next five years. Here is the New York Times story on Duncan’s speech.

In a recent New York Times op-ed piece, Susan Engel, director of the teaching program at Williams College, took this point a step further. Here is the article. She suggests that teachers should be trained much like surgeons; working side by side with a very skilled mentor, getting plenty of feedback and taking on more and more responsibility as they improve as a teacher. She also suggests that student teachers and their mentors review videotapes of themselves in action to help them improve. She argues that student teachers should continue to study the subject that they will be teaching as well as education techniques; she strongly emphasizes the need for more training on the developmental needs of children. Finally she argues that school districts should be given the resources to hire new teachers in groups of seven to help develop more camaraderie.

These are some intriguing thoughts. I really like the surgeon-method idea. Teachers are important. Special education teachers are included within this group of important people. I think that one could easily make an argument that teachers, of general or special ed, are at least as important to our society and its future as surgeons. But if we train them like surgeons, shouldn’t we also pay them like surgeons?

Also making recommendations for changes in teacher preparation and recruitment, as well as radical changes in teacher pay and evaluation methods, is the report issued Tuesday by the think tank called the Strategic Management of Human Capital. Scrolling down this link will lead you to the full report. I understand that the teacher unions fell that the committee that prepared their report ignored their input.

One of the problems that I have with the whole No Child Left Behind analysis is that it seems to blame the entire education problem on bad teachers. There are bad teachers; as a public school system product, I can say without equivocation that there are bad teachers. But really, there have always also been plenty of great teachers. I have a hard time believing that some bad teachers are the only thing wrong with the education system. Also the merit pay concept sounds like a good idea, but only if the evaluation system can be designed fairly- so that it truly identifies good teachers and not just the principal’s pet or the popular kid!

What are your ideas on this topic? Do we need to make changes in the teacher preparation system? Are there other reasons that the education system is having problems?

Weber, Mark C., Special Education from the (Damp) Ground Up: Children with Disabilities in a Charter School-Dependent Educational System (October 12, 2009). Loyola Journal of Public Interest Law, Forthcoming. Available at SSRN: http://ssrn.com/abstract=1487667
You can get the article if you open an account on the SSRN here.

Now I have to admit that I have a bias here. (Hearing Officers always disclose their various potential biases. At least those hearing officers that I have trained do so!) Mark Weber is my friend. He is also one of the people who think about special education law issues, and I always enjoy reading his work.

Professor Weber goes into great detail in the article, and we will just scratch the surface here. I’m going to talk a little about charter schools in New Orleans in this post and a little about procedural safeguards in the next post, but I highly recommend that you read the whole article when you get a chance. It covers a lot of important issues.

New Orleans endured a great tragedy in 2005- Hurricane Katrina. The devastation and hardship was overwhelming. The response of the government was questionable. We all remember “Brownie;” don’t we?

But one issue that has been less talked about is that Hurricane Katrina wiped out the New Orleans school system, or almost all of it. According to Professor Weber’s article charter schools have been a key in the rebuilding of the school system. 49 charter schools now serve over one-half of the student population in New Orleans. That’s a lot of charter school kids. The Recovery School District operates schools and oversees most of the charter schools.

Professor Weber argues that children with disabilities have largely been an afterthought in the rebuilding of the school system in new Orleans. He also discusses recent allegations that charter schools in New Orleans have steered away children with disabilities. If these allegations are true, the number of legal problems for the charter schools has risen dramatically. If charter schools are a part of the solution for education, clearly they must be able to educate children with disabilities as well as any other children.

So what is your opinion, are charter schools an effective option for children with disabilities? Are they improving our educational system? What principles should apply? What do you think?