P. Vasquez Reflection #1

Priscilla Vasquez
EDF 1005
Prof. McNair
8/28/09

In the colonial America most teachers where not taught in a school of higher education. They were either apprentice to master teachers of indentured servants who were merely teaching to pay for their passage to America. The few who had some college education were taught primarily in Europe. There was very little knowledge about the subject they taught if any. There were also various scandals regarding the character of these so called educators. The majority of these positions were held by teenage girls who would only teach for a short while.

In 1823 the Normal School in Vermont began to formally educate students on teaching skills. Once they graduated and began teaching more and more children began to enroll in public schools. The need for more teaches also demanded better training from the profession. Although teaches did not get paid very well or get treated with much respect.

As many prominent educators fought for higher standards to modernize the education profession in the nation. They called for higher standards involving an end to undergraduate degrees in education in favor of master level degrees, however many colleges did not support these changes. The present evidence of the past struggles for higher education among professional teachers is seen today. Not only are all potential educators taught in a school of higher learning there is also service learning (apprenticeship), licensing, and continual education to keep said license. One license is board certification which is an achievement equal to that of a medical license among doctors. It signifies that they are knowledge, competent, and skilled in their field.


Teach for American (TFA) is a program that allows for a quick certification for teachers. The premise behind this program is on the job training. This is done in a number of career fields and often leads to successful teaching in the schools. However, many argue that the students are not learning the same information as the teachers are not trained in all areas. These teachers are often put in areas of high need and are welcomed with open arms. If this program is proven successful there may be a shift in the way educators are trained.