I don't think a person's previous job experience makes them any more or less qualified to teach in a classroom. If someone has taken the coursework and gained appropriate experience, they are just as qualified to teach as any other teacher.

My problem is with administrators who favor teachers with other "life" experiences. The idea of someone who has worked in another field and given it up to teach is romantic and appealing to many administrators who are more concerned with the way things look than the way things are (and I think it's safe to say there's a great many of those out there). When I was starting out, I lost many jobs to people less qualified than I because they had this story to tell, whereas I knew I wanted to teach since high school and had dedicated myself to being a teacher since that time. Many of those people have since left the teaching profession while I continue to teach. It might make me sound bitter, and I suppose I still am, but it also doesn't make much sense.

I think these fast track, 1.5 year masters programs for people with other work experience do our profession and our students a disservice. Being a good teacher and continuing to be a good teacher is more than just knowing how to do the job. It's a life long commitment to being overworked, underpaid, and underappreciated. It's a constant battle against irrationality and making creating big ideas out of limited resources. The good far outweighs the negative if your brain is wired for it but a lot of people see it as an easy job and instantly rewarding and it's not.

Title says it all.

Teachers are trained professionals (or should be).

Does 20 years of being a meat butcher allow you to become a surgeon?

When will America wake up and place education at the top of the list?

We can bail out Lehman Brothers but we can't provide all our schools with basic facilities and equipment of quality and now we want to say anyone can teach??

How about those private sector professionals who think that teaching is a pre-retirement program.

Madness!!

Private sector or not - everyone has the right to apply to be a teacher, but they should satisfactorily complete a teacher training program before they do.

I am a regular classroom teacher, who was lateral entry, after over 20 years in industry. I also teach other lateral entry teachers, helping them become effective teachers. In response to "yes and no," many do not realize that those entering the profession of teaching later are committing to the lifestyle of "overworked/underpaid," and are frequently more serious about their teaching than those fresh out of college.

I don't think there would even be this discussion were it not for the shortfall of qualified teachers, either by degree or alternative licensure, if our colleges and universities could satisfy the need...but they cannot/are not...why the need? Because many are leaving, either through natural attrition (retirement) or just saying that they have enough of the paperwork (NCLB, etc).

Teachers, as a general rule, are not well paid for the hours they work (yes, nights, weekends, holidays, that alleged summer off, etc)...I don't know any teachers who don't work at least 10 hours off-site per week, and most work 15-20 hours. IF the lateral entry teachers successfully complete their course of study, and all that I teach must do that and pass Praxis II exams, then they are as qualified as someone coming through a college course of study (actually, better prepared). They will usually bring a greater passion to their subject area, as well as greater depth of knowledge in it, which should help energize their students in the area being taught. Nothing is more important than an enthusiastic teacher excited about their subject and willing to share it effectively with their students. As with teachers coming through regular college programs, those who cannot fit with the realities of teaching will leave within a few years. Since this is a major issue with graduates of teaching programs as well, it is symptomatic of issues far beyond the classroom...more of the lack of respect given to teaching as one of the most critical professions in a country...we are training ALL for the future.

When it comes to success in education, reaching kids and turning them into life-long learners is what it's all about. No doubt, there can be no substitute for the professional training all teachers must have to navigate a classroom of what are typically only moderately engaged children and the public education system itself. However, people that come to teaching later in life, bringing with them a perspective and experiences usually very different than that of individuals who have spent most of their lives within an educational setting offer administrators a unique opportunity to put a different kind of teacher in front of their students.

As you might have guessed, I am one of these late to game educators. In my experience with kids in schools, groups of Scouts, summer camps, assorted sports teams, and my own children what captivates the attention of children across the board are people that do have a unique story, background, or set of talents. Not to say that that diminishes the adoration students will have for a gifted veteran teacher, who can lead and inspire a group of students with the seeming ease of Bernstein leading the philharmonic. Seeing those who have been at it for a long time, and do still captivate students, is inspiring to watch.

Yet, for the health and vitality the education system itself there needs to be room for people of varied and diverse origins to enter the system at various points. Just because you've boarded the train midway on its route doesn't mean you won't enrich the journey for those who've boarded long ago and have become a little bored with the ride. Having the ranks of teaching rosters filled with those who have taken the singular path from high school to college to classroom narrows the potential for success and resilience of the system as a whole. Much of what we attempt to bring to students is a capacity to think critically, accept diversity among our peers, and a willingness to engage ideas and solutions to problems that is different from our own. We all must be willing to take our own medicine.

More than ever I respect the people who have made teaching a life-long vocation. Seeing it from the inside is the only way to truly know what it takes to stay with this challenging profession; arguably our most valuable profession. Allowing those willing to make the sacrifices necessary, and there are many (like cutting your earnings in half for a start), to join the ranks of professional teachers in midlife an alternate route to certification or licensure in no way diminishes the work done by others who have taken a traditional route. Rather it demonstrates many of the core values educators wish to instill in students every day. The profession and students are enriched by the diversity that is brought into the classroom from those life experiences.

I am one of those people who came to teaching from somewhere else. I had a Psych degree and a Soc degree and a lot of life experience working with and teaching people.
In order to become a fully certified teacher, I would need to complete a Masters Degree before my Provisional License in Special Education expired.

What I have discovered, is that I was woefully unprepared for the level of responsibility that teachers bear, especially since NCLB, Standards-based Education, Tiered-Interventions, and the many other changes that have come about in recent years. The expectations and criticism of teachers continues to grow, while the pay and benefits do not.

I thought I would be responsible for merely educating students, but I fill multiple roles: mother, grandmother, police/parole officer, counselor, mentor, job/life skilss coach, and the list goes on.

I thought I would be responsibile for MY students, but I am responsible for the safety and well-being of ALL the students in the building, even before I can educate them, and even before my own safety.

I NEVER have a moment to myself; there is absolutely no privacy, ever. I work best in an environment that is organized and consistent, but the best I can hope for is a sort of controlled chaos. Also, schools are always noisy, even when they are quiet!

The paperwork is neverending, especially in Special Ed, and I do much of that at home, to the detriment of home and family time.

The worst thing is, I was never told what to expect or trained to manage all of this properly, so I often feel so overwhelmed and stressed I am unable to sort things out in my own head, so I find myself just trying to keep it together. This makes me stressed, tired, and much less effective than I could be.

Nevertheless, I love my kids (and those who are not technically mine) and they love me. Amazingly, I am a good teacher when I can pull it all together for my students and give them the time they deserve from me. Other times, not so much.

Sadly, I will be forced to leave teaching after this year, because I have not had the money or stamina to complete my Master's Degree, and I will have used up my extension on my Provisional License.

I believe things would have been different if I had been trained and mentored properly. If I could have spent six months working with an experienced teacher before being thrown into a "broken" system to sink or swim on my own, or if I had been given a lighter work load while I earned my degree, I believe the outcome would have been different. I am saddedned by this loss, for myself and my students. They suffer when I am out for a week, I know it will be a difficult transition for them to know I will not come back at all next year.

I think that bringing in people with education and skills from the "real world" is an excellent idea, but I think that failing to provide them with an accurate picture of the reality of the demands of the educational system and training to work within that system is a travesty.

I certainly qualify as one of 'those'. Retired Air force fighter pilot. I served in three wars--what did you do? Been around the world several times and lived in foreign countries for several years--what did you do? Led men and women over oceans and into other countries--what did you do? Handled part of the training for the Air Force--about a billion dollars--what did you do? Instructor of Instructors for tactical electronic warfare--what did you do? Was chief editor of and wrote numerous text books and articles (classified)--what did you do? Managed to complete and MBA along the way as well as several advanced schools in the Air Force--what did you do? I have been the department chairman for 14 of the 17 years I have been teaching now. Some 'sour grapes from a few' at the beginning. I teach Business and Computer Science classes. Going to retire again soon. And yes I can run a classroom and yes I love teaching the kids. Life experiences matter--you shouldn't knock it until you have lived it.

I believe and have seen that there are excellent "teachers" out there who have come to education from a different field. I do believe, however, that there needs to be a year of training within the classroom for these candidates. They often come with no background in the pedogogy nor an understanding of what to expect re: developmental abilities of students or just what to expect! The culture shock is just that for some. Teaching is a science but mostly an art. One can not teach the art. It is something that is a part of your soul, your being, to be an effective teacher. You must LOVE the profession and all that it entails. It is not a nine to five job but rather a calling within a career. We must be careful not just with those who come to education as a second career but also with those new graduates who enter the classroom annually with the educational background. All new teachers deserve excellent training, education and support.
Anna
Middle School Administrator
Florida

Just a personal response that is a burr under my saddle as we speak: I have a Master's degree in Curriculum and Instruction (and a subsequent PhD), but cannot qualify even as a full-time substitute teacher in our state (Nebraska), because I have not taken the methods courses and student teaching.

Definitely, persons who enter the classroom should be informed on pedagogy. But there ARE private sector citizens out there who are highly qualified, yet are being prevented from helping abate the teaching shortage because of policies based on stereotypes.

I think making blanket policies that have no room for the qualified exception is at least as much of a madness.

Yes, I believe it can be!

It is my belief that teachers who enter the education profession by way of the private sector can have a positive imprint in the lives of their students. I am one of these educators. I have spent the past 20 plus years developing skills in the business world. Only recently did I believe I had the expertise to be able to share knowledge with others in an educational environment.

Educators from the private sector have the opportunity to bring “real world” experiences into the classroom thus giving enhancement to students’ education. There is nothing more exciting than bringing in real life experiences to help make the information come alive. Students often ask, “Why do I need to learn this stuff”? Educators who come from the private sector can help clarify that age-old question with deeper knowledge on the subject. This expanded knowledge base allows these educators to present expanded applications of theories as well. An additional benefit that private sector educators can bring into the classroom is the importance of contacts. Most outside businesses are all about developing contacts. The educator’s contacts can be used to enhance a students’ education by including things like internships, mentors and job shadowing.

Enthusiasm is another advantage to bringing outside teachers into the classroom. These teachers present passion about their topics because they have a deep appreciation for the content. In business, as in education, there is a knowledge base and work ethic necessary for success. A private sector educator has vast knowledge and passion and can deliver an understanding of the importance and complexity of a topic. Once the students sense this freshness coupled with real life project based activities, then their eyes become wide open to new possibilities.

The bottom line is that students do not care about how much you know until they realize how much you care. It still is all about the relationships, and making those connections is primary regardless if you are a life long educator or one who has taken a different road map to end up here. Now having been in this profession for several years, I admire and value who strive for the best for their students every day. I have been very positively influenced by relationships with the life long educators and believe the mix between the two makes for great learning. No doubt, training and development are extremely vital in the educational occupation just like any other sector in the business world. With the right elements of training, zest and working knowledge, private sector educators can contribute positively to the world of education.

Dean, as an educator completing certification, I admire and appreciate your drive to teach. However, your argument in support of teachers from the business world lacks one fundamentally important element; that being the needs of the children. Knowledge is just one of the aspects of a "real world" job. When someone seeks employment they consider not only monetary gain but the atmosphere and nurture of the position. The real-world workplace is something I am very familiar with since I work for a multi-million dollar corporation as I complete my degree. Moreover, I am a mother of three children and realize the long-term intrinsic value of what I do for children. Teachers must understand not only what children "need" to learn but they must understand how children develop and what strategies and methods best facilitate that learning. If someone is dedicated to children, they must be willing to put forth the effort to learn how the whole child must be developed and nurtured. The vast amount of research and information is out there for a reason. Caring is the first requirement of teaching but it is far from the only one necessary to create teachers who will be effective and stay the course.