The Teachers We Need vs. the Teachers We Have: The Realities and the Possibilities

by Lawrence Baines

Overview

Misinformation and propaganda abound about the quality of teacher preparation in the United States. The Teachers We Need vs. the Teachers We Have reveals exactly how American teachers are taught, describes the wide disparities in the preparation of teachers across states, depicts how market-driven teacher preparation waters down the quality of teachers, and explains how teacher preparation in America compares with preparation for other careers in the United States and with teacher preparation programs in other countries.

Product Details

ISBN-13:	9781607097013
Publisher:	R&L Education
Publication date:	05/16/2010
Pages:	116
Product dimensions:	6.20(w) x 9.10(h) x 0.60(d)

About the Author

Lawrence Baines is chair of the Department of Instructional Leadership and Academic Curriculum at the University of Oklahoma. He has held academic appointments as the Judith Herb Endowed Chair at the University of Toledo and the J. Leland Green Endowed Chair at Berry College.

Table of Contents

Chapter 1 The Rise of the Test
Chapter 2 Trends in Alternative Certification
Chapter 3 The Wal-Mart Effect and University-Based Teacher Preparation
Chapter 4 Teacher Certification Around the World
Chapter 5 Ethics and the Lack of Ethics
Chapter 6 Doctor, Lawyer, Plumber, Undertaker, Teacher
Chapter 7 The Teachers We Need vs. the Teachers We Have

Editorial Reviews

A truly awesome compilation of data, with accompanying insightful interpretation, of the total disarray of teacher education in the nation.

J. Edmund Farrell

If you've ever wondered why public school teachers in America are not respected as a profession on a level with lawyers and physicians (and indeed, plumbers and undertakers), you should read this important book. Baines convincingly, in plain language, tells what needs to be done to restore public school teaching to its once honored status—for the great benefit of students. I urge you to read it and act on the message.

Lynn Stoddard

In this era of teacher and school administrator accountability, we should not underestimate the impact of current federal and state policy changes on teacher preparation. The Teachers We Need brings a critical perspective to our work as we prepare the next generation of teachers and administrators for our schools. This is a powerful read.

Kay A. Persichitte

This book makes clear that there is a race to the bottom in teacher education, a situation that Baines documents well in this call to arms. A recommended read.

David C. Berliner

Baines (instructional leadership and academic curriculum, U. of Oklahoma) examines teacher preparation programs in the US and the need for improvement. He discusses the problems with teacher testing, alternative certification programs, and negative market-driven changes in university programs, as well as the success of teacher certification programs in Singapore and Finland, the need for a national standard of ethics, and how to elevate the status of teaching to that of medicine and other careers through national organization and specialized expertise.

Inc. Book News

Baines gives us a Gresham's law on teacher certification—the rise of poorly designed teacher certification programs is driving out more rigorous ones to the detriment of education and the disservice of our students. Those responsible for the licensure of teachers and those who care about the results should read this book and use it as ammunition to fight back before we totally destroy our schools.

Kenneth J. Bernstein

The Teachers We Need describes in appalling detail the chaos of market-driven teacher preparation and explains how America can do better. This book is a gem.

Hal Foster

Baines's description of the educational and economic situation that has spawned a proliferation of non-accredited teacher preparation programs is timely and masterful. He adroitly argues that standardized testing does not differentiate good from poor teachers; certification programs that require 'zilch' content or pedagogical knowledge and field-based experience are insufficient in preparing effective teachers; and a lack of consensus about a code of professional ethics denotes a lack of commitment to theprofession among its practitioners. In a time when education is infected with cacophonous imposters, this book-written by one who knows education from the perspective of classroom teacher, businessman, curriculum developer, professor, and researcher-is the clear call that we need to hear, the call to which we should respond..

Pamela Sissi Carroll