How Public School Teachers are Being Prepared for the Future

Posted: June 21, 2013 in education
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Jacob Bear – June 20, 2013

I obtained a California teaching credential through the prestigious ACT program. I had to undergo rigorous testing and fulfill a long list of prerequisites just to qualify to apply for the program. I was one of only three ACT science teachers in the whole state.

One would think we were an elite teaching corps, getting ready to teach America’s most promising future leaders. Far from it.

Most of the coursework was state-mandated training. It was centered around Special Education and teaching kids who don’t speak English. We were told that every lesson must have built-in elements of “differentiation” for students who can’t read or write at their grade level.

It soon became apparent that this is typical for new teachers. A professor warned me to expect most of the students to have serious limitations if I taught in virtually any public school in California.

Low expectations have become the norm, and remedial is the new normal. The largest school district in California won’t hire new teachers who lack formal training in teaching English as a Second Language (ESL). Most of the public school teachers in Los Angeles are required to spend two hours a week in “Professional Development” where they learn how to help the lowest-level students.

All this required preparation paints a clear picture of the kind of future the governmental planners expect. Tomorrow’s teachers are being primed for a future where it’s assumed most of the students have intellectual or linguistic handicaps.

It may be a self-fulfilling prophesy.

More and more parents are pulling their kids out of public schools, and they have a growing array of choices. Public school is rapidly becoming the worst-case scenario for parents who have run out of options.

The bureaucrats in charge of educational policy aren’t generally known for their intelligence and foresight, but it’s obvious they see this coming.




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