First, although this proposal flew mainly under the radar in Indiana, it was quite polarizing. The public, especially parents of school-aged kids, seemed mainly to be in favor of the bill; while teachers, teacher unions, and university education professors were quite vocally against it. Usually something this divisive doesn’t make it to being signed into law, or else it gets gutted and compromised first. But I can’t find any changes that were made between the bill and the law. It looks like what we saw is what we will get.
Second, it was pretty clear if you scratched the surface of this bill that one of its reasons for being was to put Indiana in a position to get Race to the Top money from the Federal government. Once Indiana was declared out of the running for that money, I figured the bill would get dropped, or else gutted/compromised. But apparently not so.
There will be winners and losers as these changes are implemented. As I said back in July, probably the biggest losers will be the education departments at large universities, which are constructed for the sole purpose of preparing preservice teachers to fulfill the outgoing licensing requirements. Now that the pedagogy coursework requirements for education majors will be drastically reduced, so will the workloads of many of the profs in those departments, and one wonders what happens next. The smaller colleges, like mine, will be fine. Our education faculty are generalists by necessity, and most of our secondary education degrees — which will no longer exist — are just one or two courses shy of a content major anyway. The big winners in this are going to be:
- People who want to become teachers but lack the time, resources, or willpower to follow the traditional — and highly regimented and lengthy — coursework for an education degree. Many of these are students who come to my college wanting to get a degree in math or science and eventually find their way into teaching, and who walk away disappointed that preparing to become a teacher is an all-or-nothing proposition — you can’t just “pick up a teaching license” in a content area. You either choose to invest dozens of credit hours in education courses or you stay out of teaching. I will be very happy to tell all of my highly talented math and engineering students that as of today, if you want to become a teacher, you can.
- Indiana college students, who now have more career options open to them. College students who trained to become teachers but who later want to leave the profession for something else will have a content degree to fall back upon. Those with, or who are working on, content degrees won’t have to make the all-or-nothing choice I mentioned above; if they decide later in their degree program to become teachers, they can.
- Indiana school kids, especially high school kids who are now guaranteed to have teachers who will now be just as proficient in their subject areas as a beginning practitioner of the discipline working in business, industry, or government or going to graduate school. We all realize that content competence (if not mastery) is not a sufficient condition for good teaching; but it is a necessary condition, and far too often that condition is not met. No longer!
This is a big net win for Indiana.