Teachers are more resistant to handing their classrooms over to student teachers since the No Child Left Behind Act took effect, potentially leading to future teachers
being less prepared, educators said.
If schools do not meet adequate yearly progress ? rising state standards required by the law ? they may be offered free tutoring and academic help. But continued failure to reach the benchmarks results in a replacement of school staff, and some say such consequences cause teachers to think twice about entrusting their classes to college students who are trying to gain classroom experience.
“Teachers are very hesitant to have student teachers because they want to make sure they have full control of their classrooms, and they may look at that as a detriment,” said Donna Wiseman, dean of the education school at the University of Maryland, College Park, which produces about 400 teachers each year.
“I think there is a great deal of stress on teachers in terms of their students? yearly performance.”
This year, 11 schools in Baltimore City and three in Baltimore County were among 39 in Maryland that forced all staff members to reapply for their jobs because they repeatedly failed to meet achievement standards.
The University of Maryland, College Park, has a close relationship with many schools in the College Park area.
To graduate, education majors are required to spend semesters teaching and observing classes.
A “handful” of schools have stopped allowing student teachers into their classrooms since No Child Left Behind has been in effect, Wiseman said. She declined to name the schools.
“We have noticed a difference from the university perspective in the past five years,” Wiseman said. “I won?t tell you it?s a terrible situation, but we are seeing some hesitancy.”
Audrey Goldberg, a rising senior majoring in education at U. Md., spent the past year observing classes at Eleanor Roosevelt High School in Greenbelt and saw firsthand how adequate yearly progress standards weigh on teachers? and students? minds.
“There are some really creative teachers who come up with some really great lesson plans,” said Goldberg, 21. “But at the end of the day, it?s always, ?Remember, guys, we have a benchmark on Friday, so come prepared.? ”
“You have to do well on those benchmarks,” she said. “If you don?t, it doesn?t matter howgood you are because you?ll be out of a job.”
