As policy is being made in Washington governing the future of testing in and funding for schools, little or nothing is being said there about bringing bright motivated young people into the field of teaching nor of trying to make good teachers of the people who do chose this path. Of my five Yale roommates in 1996, four of them wanted to teach. I am the only one who does, largely because they found much higher paying jobs in other fields. Each of them loves kids. Each of them loves the material they studied. Each of them would have made a wonderful teacher. Two years ago, after several years as a marketing professional, one of my ex-roommates became a teacher after a year at Cal-Berkeley becoming certified. She teaches in public school in California, I at a NH independent school. Both of us talk about the importance of watchi
ng great teachers teach, and of being observed ourselves. Guns and schools just don't mix. The conversations about teaching which develop from this kind of professional development lead to focus on one's own teaching and a greater awareness of our own and others' strengths. I have become a much better teacher through this process. I am quite sure this has been the source of my own competence as a teacher. My old roommate says the same. Good teaching IS learned. One comes to it well or poorly disposed by nature, but must learn different approaches, to listen to all the kids, to assess different skills and learning styles effectively, to organize time, etc. This ought to be the concern of policymakers on the Hill, not how much testing and what results should be mandated by the Federal gov't. Congress is filled with dirty old me
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