There’s no denying that there are differing opinions about “what works” in education. At times, the voices of teachers—the ones who most intimately deal with these complex issues—are lost in the mix. Recently, I had the opportunity to chat with three State Teachers of the Year from across the country to pick their brains about teaching, continuous learning, and the state of American education today. An edited version of our conversation appears below.
Joshua Parker is a Compliance Specialist in the Office of Title I of Baltimore County Public Schools and adjunct professor at the Notre Dame of Maryland University. He is the 2012 Maryland State teacher of the year.
Luke Foley, the 2014 Vermont State Teacher of the Year, teaches at the STAR Alternative Program at Northfield Middle High School in Northfield, Vermont. He uses a creative and experiential place-based curriculum to engage his students in their education, their school, and their community.
Jonathan Crossley, the 2014 Arkansas State Teacher of the Year, teaches English, oral communication, and drama at Palestine-Wheatley High School in Palestine, Arkansas. By using Socratic seminars, student-led questioning, and relationship-building, Jonathan led his students to the title of Most Improved for Literacy in the entire state of Arkansas (36% to 90% proficient or advanced). He is a Delta '10 TFA alum.
You’ve all had rich, exciting careers in the classroom. What are three things that you wish you had known when you first started teaching?
Joshua Parker:. Throughout teacher-preparation programs, most of what is emphasized is the content knowledge and pedagogy, but I find the soft skills and traits are what really make the difference between good and great. Brilliant lectures have died from the lips of apathetic teachers. Teacher-prep programs are great and necessary for being a teacher. But they are only the beginning of knowledge needed to become a great teacher. You need to be fueled from a desire within to research books and articles that are pertinent to your particular area. The knowledge you receive before you teach can’t match the knowledge you self-select after you start teaching.