Student Teaching a little late

Teacher preparation is a lengthy process. The coursework is very specific and detailed. For those working at the elementary level, there are numerous requirements in subjects that relate more to requirements in the early 1900’s than to the reality of the 2000’s. Even in my earliest days, I found the list of requirements on my “Provisional” Certificate to be an unnecessary burden.

Because my first position at Albany Grade School included teaching science to 5^th through 8^th grades, I was required to hold an elementary certificate. Elementary certificates required the teacher candidate to be a generalist is everything. The candidates needed to know a little bit about reading, a little bit math, a little science and a little music.

This hearkens back to the days when every elementary teacher had to teach every subject. By every subject I mean reading, math, spelling, social science, more reading, physical education, music, art, and, if there was time, science. Every classroom had plenty of chalkboard space, reading books, math books, spelling books, social studies books, occasionally a science book, and a piano. Pianos were so common because every teacher, and I mean every elementary teacher, was required to demonstrate proficiency at playing the piano. In addition, they were required to be able to read and sing the music they played.

Seeing this requirement on my certificate sent chills down my spine. When my buddy, Gerry, explained the music course he took at Northern Illinois, I knew I would never pass. Gerry said he was required to play the piano, read music and sing! He said his instructor told him to stop when she heard him attempt to sing, but at least he passed. I can imagine hearing Gerry sing "That old Rugged Cross" as he so often said he did in his church "Our Lady of the Mattress".

I figured I could stumble through the rest of the requirements. Of course, my science and math background along with multiple social studies courses and general education requirements, covered the rest. I figured music would end my effort to become a certified teacher at Albany.

In the two years before I was drafted into the army, I made almost no progress on the list of courses I was required to take. The only course I managed to complete was a course in the US and Illinois constitutions at Blackhawk Community College.  I expected this course would complete the  history or  government requirement. Readers may remember I had not taken a constitution exam while in college. Unfortunately the Blackhawk course was an adult education course and not for college credit. I didn’t find this out until I completed the course.

When the Army beckoned, I was allowed two more years to complete the requirements. A fortunate thing happened while I was playing soldier. The principal decided 5th graders needed to return to a “self contained” classroom. This is educator speak for one teacher for all subjects, except for “specials” (art, music, physical education).

This change in grade levels, meant I would only need to teach science to 6^th through 8^th grades. In the archaic system of teacher certification in Illinois, you were required to hold an elementary certificate if you taught grades kindergarten through grade 9, but you were able to hold a secondary certificate if you taught grades 6^th through 12^th. There was no recognition of a certificate for those teachers working exclusively at grades 5^th through 8^th. With the change in grade levels, a secondary certificate would allow me to teach at Albany. This meant most of those elementary teacher requirements would disappear!

Returning to teaching after the Army, I was able to use the GI Bill for help with education costs. I began to take courses in earnest to get my permanent certificate. A fortunate benefit was the courses offered met requirements for certification and for a Master’s Degree. I elected to pursue a masters in elementary science. The only required course that did not qualify for the MS was student teaching.

In order to student teach, I was not allowed to be  paid. That is, no income for a family of three for an entire semester. Even with week-end jobs and the GI bill, I couldn’t afford to take a semester off. So I delayed student teaching until the end of certification coursework.  

Then Western Illinois University offered me a terrific option. I could student teach in a summer school program and not miss any regular teaching. I jumped at the chance.

The assignment was at United Township High School (aka East Moline) with incoming 9^th graders. The students were high risk of dropping out, and the program was to help them better prepare for high school. I was assigned to student teach both science and math. My supervising teacher was a math instructor, so I had all the science planning without assistance.

I completed student teaching that summer. It was five(5)years after I first started teaching. I had three(3) years of experience in the classroom on the day I started student teaching. It all seemed pointless, as I had already learned a great deal from all my initial mistakes. I would make many more, but that is part of teaching.

 At least I never had to sing and play the piano.