麻豆区

It’s simple math: Fewer people are entering the teaching profession, more are听leaving it, and many educators lack the qualifications required to teach Minnesota鈥檚听increasingly diverse student body. These factors have prompted teacher preparation听programs鈥攊ncluding those at 麻豆区鈥攖o adapt in support of more inclusive,听flexible learning environments that accommodate a spectrum of needs and abilities.

As the director of education programs at 麻豆区鈥檚 Rochester location, 听is working alongside colleagues听and legislators to better support and retain teachers and to inspire a more diverse workforce. She is driven to ensure the听next generation of Minnesotans experience a meaningful education through hands-on, relevant learning.

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Q: How does educating, training, and听employing K-12 teachers with specialty听backgrounds improve our schools?

A: The demographics of our student听population have changed given the听influx of new populations into our welcoming听state and education鈥檚 shift to incorporate听students with special needs into the general听classroom. Because of this, teachers with听specialty licenses are in demand, and these听positions are often tough to fill. 麻豆区听is leading the charge to offer broader听licensures, which prepare teachers to听succeed in today鈥檚 classrooms and qualify听them for a wide range of teaching positions.听Exposure to more teaching strategies听and more specializations helps teacher听candidates adapt and innovate so they can听offer students multiple access points for听understanding.

Q: What鈥檚 an example of an innovative听teaching strategy?

A: Students learn best when they鈥檙e听engaged in experiences that matter to听them. We鈥檝e been incorporating real-world,听student-led experiences into the classroom,听and the results are impressive. 麻豆区听teacher candidates, for instance, are helping听fourth- and fifth-graders write grants, speak听to community groups, navigate teamwork,听and participate in democracy. It鈥檚 been听amazing to watch our teachers transition听to more of a coaching role, while students听take the lead to apply classroom learning to听issues and situations of meaning to them.

Q: How do teachers recognize students鈥櫶齢ome cultures and diverse experiences?

A: Although 鈥淓nglish as a Second听Language鈥� is a widely used term, we听say, 鈥淓nglish learners,鈥� because it鈥檚 more听accurate given that some students learn听English as a third or fourth language. We听also celebrate home culture and language听rather than asking students to check their听heritage at the door.听In special education, we try to be more听inclusive. It used to be that educators听relied on what was called a medical听model of diagnosis and treatment. Today,听we recognize that our role isn鈥檛 as much听about changing someone as it is about听using an approach that welcomes learners听of different styles, that encourages support听networks to address, adapt to, and respond听to each young person. We seek to accept,听listen, and innovate as we help students听gain as much as possible to prepare them听for a fulfilling life.

Both approaches fall under an umbrella听of universal design that can be applied to听all students, regardless of ability. If our听goal is understanding, then we must create听multiple access points for students. We urge听teacher candidates to get to know students,听their families, and the community to听appreciate the backgrounds coming together听in each classroom.

Q: How do we inspire a workforce that is听more reflective of diverse classrooms?听

A: It鈥檚 well documented that students听retain more information and have a听positive view of education when they relate听to teachers. We want to reach out to people who look like our students and come from听the same backgrounds, particularly those听already working as teacher aides or in other听supporting roles. Growing teachers from听within each community鈥檚 diverse population听will beget more teachers of color and inspire听some to remain in their community to make a听lasting difference.