Program is a plus

Let me begin with a disclaimer: I am somewhat biased in my opinion of the forthcoming topic. After reading two separate, and in my opinion demeaning columns about William McComas and Chris Goering, I felt the need to defend them, the University of Arkansas, and any other university-based teacher-education program, more specifically the Master’s of Art in Teaching (MAT) program at the U of A.

I am an alumnus of this program and a former student of both professors.

First of all, the MAT program is top-notch, as is the University of Arkansas. I cannot speak for any other university teacher-education program, but I can say that before I entered the MAT program, I had no idea of what teaching would be like from a theoretical or practical standpoint.

I was not in the top 10 percent of my graduating class, nor would that have made me a better or worse teacher-possibly a better reader and studier. The notion that there could ever be an initiative to attract this caliber of teacher without a complete shift in cultural norms, incentives and the like is preposterous.

For example, many of you have possibly read or heard about the shortage in medical doctors, just as all of you have visited doctors or hospitals with varying degrees of quality. All of you have also been through schools with varying degrees of quality. With this comparison, wouldn’t you choose the doctor who attended a university-based medical program, not the doctor that trained “on the job” (perhaps a program called Surgeons for America?) with no advanced, guided education?

Sometimes proof or evidence is not necessary to see what is best.

On the issue of empirically driven support for university-based education programs, J.W. Miller, M.C. McKenna and B.A. McKenna found in their 1998 study that after three years of mentoring, no statistical difference was seen between a nontraditionally trained teacher (i.e., Teach for America) and a traditionally trained teacher.

I would argue that after one rigorous year of the MAT training program, I was better prepared than the first-year Teach for America student. Sure, this is minimal to some who need further evidence, but it was a great head start, and surely the students benefited from not having to wait two more years for quality.

Moreover, the MAT gave me confidence, relationships, engagement, camaraderie and, most importantly, a feeling of value and belonging to the profession of teaching.

I have made it over the “five-year hump” and am still teaching, as are all of my classmates from the program. Sure, it was tough, but not because I was ill-prepared by my teacher-education program. So, if nothing more, the MAT does help with the attrition rate.

Another piece of evidence would be in the obvious. Look around at the Northwest Arkansas school districts, the top in the state in many regards. Why? Many of them hire from the university’s pool of MAT students and choose to partner with the program. This is lacking in other areas, even those with local universities. This alone points to a top-notch program-what other proof do you need?

Lastly, I vaguely recall in my university training courses the idea that some of the best research results are found in case studies. Take my case, for example: I am not the “best” teacher, nor am I the “worst” teacher (I am not in the bottom or top 10 percent-few people are); however, I see myself as better than average.

Here is the evidence: My students would all rate me as one of their better teachers (let’s say in the top 60 percent at least). My students will learn many things in my class, not just the subject matter, but how to be the best individual possible. I will have a good relationship with colleagues.

And most importantly to so many, my students’ test scores-on average-would increase. I honestly believe that this would not have occurred, at least not as quickly, if I were not trained by some of the best professors at the best university teacher education program in the state.

Anyone, including former or current University of Arkansas employees, who beg to differ, I look forward to reading your empirically based findings, or simply debating back and forth with sound personal experience and logic versus illogic and contempt.

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Shane Hampton of Fayetteville is a doctoral student in Educational Leadership at the University of Arkansas and a public schoolteacher in Northwest Arkansas.