Consider the Masters in Teaching Year 1 program at the Evergreen State College. Evergreen offers no undergraduate route to teacher certification preferring to offer a two year Masters program leading to a Masters of Education and a teaching credential.
Masters in Teaching Year 1:
- What effective teaching practices encourage students' curiosity and lead them to shape their own questions and pursue their own answers using critical and reflective thinking?
- How does teachers’ knowledge of learning theory, research-based pedagogy and neurobiology contribute to children's and adolescents' learning and development?
- How are questions of democracy, equity and excellence related to success or failure in our public schools and civic engagement in a democratic society?
- How are the more traditional literacies of reading, writing, and quantitative reasoning related to personal, economic, and political oppression and power?
- How can teachers respond to and work with family and cultural belief systems that shape children's lives? How can teachers draw on community resources to connect content knowledge to students' lived experiences?
Is this program strengthening the teaching profession?
Is this program contributing to instruction that reduces the achievement gap for educationally disadvantaged learners?
The Masters in Teaching Program Year 1 at Evergreen has 9 instructors and apparently none of them has as much as a B.A. in Mathematics. Are we to believe that the training of teachers will have a focus to produce better teachers of Math, Science, Engineering, or Mathematics?
Masters in Teaching Year 2
Taught by Terry Ford -
B.A., English, Whitman College, 1983; Ed.M., Secondary Education, Washington State University, 1988; Ph.D., Literacy Education, Washington State University, 1993.
B.A., Elementary Education, Rockhurst University, KCMO, 200; M.A., Curriculum and Instruction (Emphases: Multicultural and Urban Education), University of Missouri at Kansas City, KCMO, 2008; Ph.D., Teacher Education and Curriculum Studies and Educational __
Apparently none of these 11 instructors in the Masters in Teaching program could be certified to teach high school math in Washington State, yet they are training teachers. The state has supposedly increased the emphasis on producing better prepared students to eventually pursue jobs in STEM fields.
Will new elementary teachers be prepared to offer instruction equivalent to that provided by k-6 teachers in Singapore?
Math preparation of USA and Singapore Teachers
Grade 4 teachers:
Major in primary education and major (or specialization) in mathematics.
59% Singapore / about 4.5 times US
International Average 27%
Grade 8 teachers:
Major in Mathematics Education and Mathematics
53% - Singapore / about 1.5 times US
35% - USA
international avg 36%
Major in Math but no major in Math Education
31% - Singapore
12% - USA
international avg 36%
Major in Math Ed but no major in Mathematics
6% - Singapore / less than 1/3 of US
22% - USA
international avg 13%
My observation is that:
Most current leaders in USA school districts and state offices of education directing math decisions are holders of degrees in Math education but very often no degree in Mathematics.