Aspiring teachers in Pa. need training that provides classroom realities

Lily stared at me with wide, worried eyes, trying to process every word I said as I explained the problem in her workbook. I slowed down and repeated myself. She hung on every word, desperate to keep up.

Lily had immigrated from China just two years earlier and had spent time traveling back and forth. She was an incredibly hard worker, still learning English, and, as a first-year teacher, I had no idea how to help her.

Five years later, Eugenio arrived in my classroom from El Salvador. In many ways, he reminded me of Lily—motivated, hardworking, and eager to please. But unlike Lily, he had just arrived in the country and didn’t speak a word of English.

This time, though, I was prepared. I gave him directions in my very limited Spanish. I used AI to generate translated notes and assignments. I created a Spanish-to-English math dictionary and kept it handy for him. I modified assignments that would help him learn the concepts and experience success. I was ready to do whatever it took to help him learn.

The difference? Experience.

By the time I had Eugenio in my class, I knew my curriculum and I knew how to meet individual student needs. I knew where to look to find resources. I knew which colleagues to go to for guidance and support. When I had Lily as a student, I was a brand-new teacher, fresh out of student teaching. I had completed my university’s teacher preparation program and learned from a supportive mentor, but I was unprepared for the realities of the classroom. I needed a preparation program that equipped me to help students like Lily and Eugenio from day one—not five years later.

Teacher preparation programs at the university level often train pre-service teachers through a theoretical lens rather than a practical one, leaving many feeling underprepared for the realities of the classroom. In Pennsylvania, these programs vary greatly in coursework requirements, meaning a teacher’s readiness depends as much on their training program as on their own abilities.

A publication from the William Penn Foundation found that in order for teachers to succeed, they require much more time and practice in the classroom than current pathways to teaching offer. What future educators need are training experiences that truly mirror the realities of the classroom.

This means rethinking how we prepare teachers. Education majors should begin their work in schools in the early years of university rather than postponing until their student teaching experience during their senior year, when they may realize that teaching is not for them. From early on in their bachelor’s programs, pre-service teachers should be learning hands-on in the classroom.

Integrating early and consistent field experiences into teacher preparation programs is essential. As noted by Carolyn Parker, director of graduate teacher education at American University’s School of Education, “Get them into the schools as early as you can and as often as you can.” This approach gives pre-service teachers the time they need to build meaningful relationships with students and communities, ensuring they are well-prepared for the realities of the classroom.

They should be completing experiences by observing classrooms and meeting with students. Coursework should center on realistic case studies with real students instead of abstract theories. While standardized tests like the Praxis have been shown to correlate with effective teaching in specific subjects—particularly those requiring deep content knowledge, such as elementary math and reading—clinical experiences and capstone portfolios offer a more comprehensive way for teacher candidates to demonstrate their effectiveness.

More realistic forms of assessment allow candidates to showcase their teaching abilities in real classroom settings, which provides a clearer picture of their preparedness for the challenges of teaching.

Structural changes in teacher preparation policies are also necessary. New teachers consistently cite student teaching as the most valuable part of their training, as it allows them to apply theory in real classrooms under the guidance of experienced mentors.

To maximize its impact, student teaching should last an entire year, not just one semester to ensure that teacher candidates will be able to manage classrooms effectively. Universities must move away from the traditional model which delays classroom experience until later in academic programs. Instead, education majors should begin experiencing classrooms immediately.

Further, licensure requirements should be revised to prioritize demonstrated teaching skills over standardized test scores, allowing for a more accurate assessment of a candidate’s ability to succeed in the classroom.

A stronger, more practical approach to teacher preparation would mean fewer new teachers struggling to support students like Lily – and more teachers entering the classroom equipped to provide students like Eugenio the help they need from day one.

If we want new teachers to succeed, we need to demand change in how they’re prepared. It’s time to prioritize hands-on experience over outdated theory—because when teachers are prepared, students thrive, and when students succeed, we all succeed.

Christine Persun is mathematics teacher at Mechanicsburg Middle School in Mechanicsburg, Cumberland County, and a 2024-2025 Teach Plus Pennsylvania Policy Fellow.