Just as a teacher fully ripens, generally five years into teaching, she leaves the profession. Sure, we can investigate why this is so, remove obstacles and increase incentives to try to give teachers what they need in order to keep them in place. So far not so good in making a difference. What if we sidestep it completely? What I propose accepts that there are few quality teachers suited to lifelong career commitment to education. What I am about to suggest has the potential to improve teaching (or what is usually referred to as teacher quality) immediately and surely.
What if we really had principals? -principal teachers. Small teams of teachers serving the same groups of students is not a new idea. But what if they were led by a consummate teacher? One with a grasp on pedagogy. This mentor would teach but also train, supervise and cooperatively work with a cadre of recent college grads. Those young, bright and committed souls that have the energy, passion and vision to give it their all. And perhaps vitally, they have been untouched by the current archaic system. Let them work under the mentor for up to four years. Then they can decide to make a career change or become as their mentor. These mentors I would not only consider teacher leaders but replacements for graduate school programs and professors that prepare teachers. They should be of that caliber and serve that function in situ.
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