This well-meaning program is a serious mistake for two reasons. First, it is no more than a politically correct, cosmetic solution that distracts attention from what really needs to be done. Second, it will likely wind up doing much more harm than good.
In that historic retreat on entrepreneurial education, we finalized the NFTE Wall Chart -- see below -- a guide for what each teacher should try and get students to do to graduate from NFTE.
The effects were felt.
While on 23rd Street, we decided to start getting serious on the lesson plans. Mike Caslin had the insight that we needed to standardize and we started planning our first ever teacher training. The first one was in Boston and it was a disaster.
Recognizing the need to include LGBTQ identities in school approaches to diversity and inclusion is an important step forward in making schools more welcoming places, but some of the patterns in these efforts are troubling despite their good intentions.
Teachers are key to preparing for the inevitable job/skills disparity that arises in an ever-changing economy. Young job seekers need to be ready to adapt, which is what good teachers prepare them to do. Teachers create and fill jobs.
Most degree programs include one or possibly two courses focused on teaching students with mental health disabilities and subsequent challenging behaviors. This leaves teachers to learn on the job in a busy classroom.
We need to make it more difficult to become a teacher, which we could do by raising standards for admission into training programs and then providing one-year apprenticeships before teachers are given their own classrooms.
On January 1, 2012, educators nationwide lost an educational icon. Dr. Martin Haberman, long time researcher, educator, writer, and mentor to teachers, passed away in Milwaukee. And Dr. Haberman never wavered from his goal.