Teachers of a Different Type

Education faces serious struggles. Teachers, undoubtedly the most influential aspect of formal schooling, knock down educational obstacles. Educators are exploring ways to improve education by tapping the power of teachers. One suggestion is for teachers not to simply be trained teachers, but rather an assortment of professionals-the same people who speak at career day. Variety is normally beneficial: fresh and interesting views, new perspectives on old lessons, less burnout, a growing community feel, an awareness of societal investment and an understanding of schools, which may lead to more involvement once the teaching assignment is completed. With foresight, we can ask: Would new teachers correctly implement school goals? What about knowing laws? Is there any reprimand if they do not fulfill their time or goals? Does it matter that such people probably lack formal training? Would schools have to train them? Taking knowledgeable members of a community and putting them in schools is one twist on typical teachers.

Another type of teachers is when parents train within schools to become teachers. A partnership between community members and schools already exists in rural areas. For instance, Hamburg, AK schools work with the University of Arkansas-Monticello to train engaged parents to become early childhood teachers, "creating a pipeline of talented, passionate and motivated teachers with a personal stake in the success of their schools." Parents want to create a strong investment before their children enter school and to continue as children progress throughout school. True devotion to forming life-long learners can begin at home and continue (with parents) at school.

The concepts of having community members teach (with or without training) leads to philosophical questions concerning teaching. What level of training is necessary for teachers? Often times, secondary teachers are paid more than elementary teachers. This angers teachers, but the pay relates to the training required. Is the same level of training necessary for teachers of all grade-levels and subject-areas? Schooling differs, as the job expectations differ. Is it necessary for teachers to know different types of learners, methods of lesson plans and the history of education? If so, a trained teacher may need to work alongside an untrained teacher, which may benefit students while costing school districts big money. Lastly, would these non-teacher types excel or drown in the classroom? Does that comment on the teaching profession?

Parents and community members should be teachers and role models every day. Opening the classroom to "non-typical teachers" may be a risk that flops or takes off. Currently, schools have good and bad teachers, just like all professions. Districts should compare the benefits to the drawbacks of hiring community members in as teachers. A little experimentation couldn't hurt, and it may raise questions concerning teachers that all educators should be forced to examine.

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