Michele Kerr has had a harder year than most aspiring math teachers. For her the math was easy and the teaching was a snap. The problem was the Stanford Teacher Education Program. Once administrators found out she didn’t fully share what she calls the “progressive” teaching philosophy that is pervasive at STEP and education schools nationwide, they tried to thwart her career.
In March 2008, Kerr attended an open house for admitted students and stated her concern about paying big bucks to learn a teaching philosophy that strongly differed from her own. Soon she found herself in the director’s office being told that she should reconsider attending STEP.
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