>Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< >>>>> Volume VI, No. 7, January 2020 >>>>> Article #2 >>>>> PreK-12 Revolution at the Minneapolis Public Schools Necessitates Training of Teachers Capable of Imparting Knowledge-Intensive Curriculum

Most teachers at the Minneapolis Public Schools are not capable of imparting a knowledge-intensive, skill-replete curriculum.

 

Teachers at preK-5 endured teacher training in college and university based education programs that are the weakest on any post-secondary campus.

 

Teachers at grades 6-8 and 9-12 frequently do have bachelor’s degrees in a legitimate academic discipline (mathematics, natural sciences, social sciences, humanities, fine arts), but certification requirements are academically insubstantial and almost all teachers seek to move up the step and lane system via pursuit of a master’s degree in education rather than in the subject area taught.

 

Hence, teachers at all levels preK-12 have a weak knowledge and skill base.

 

Such teachers have no chance of imparting knowledge-intensive, skill-replete curriculum to students.

 

Thus, we must first jettison those central office administrators at the Davis Center (1250 West Broadway) who are charged with the responsibility to design the academic program;  this must include especially Superintendent Ed Graff and Executive Director of Teaching Learning Aimee Fearing, and the entire Department of Teaching and Learning;  and also Associate Superintendents Shawn Harris-Berry, LaShawn Ray, Ron Wagner, and Brian Zambreno;  Office of Black Male Achievement Michael Walker;  and Department of Indian Education Jenifer Simon.  

Then we must place true academicians in those central office positions, who will feel impelled to bring in college, university, and independent scholars to train a new type of teacher for the Minneapolis Public Schools.

 

…………………………………………………………………………..

Subject area experts would then train teachers at preK-5 to pursue a Masters of Liberal Arts Degree;  teachers would undertake a highly intensive course of study over one full academic year in mathematics (through calculus), natural sciences (biology [with significant anatomy and physiology components], chemistry, and physics), history [incorporating major personages and concepts in government, economics, and psychology), English literature and usage, and the fine arts (visual and musical).  The summer after the intensive academic year course, preK-5 teachers would research and write a master’s thesis in a topic pertinent to one of the subject area fields studied.  Upon receipt of the Masters of Liberal Arts degree, the prospective preK-5 teacher would then serve a full academic year internship before being evaluated for service as a professional teacher in the Minneapolis Public Schools.

Teachers at grades 6-8 and 9-12 would seek master’s degrees in legitimate academic disciplines in mathematics, biology, chemistry, physics, anatomy, physiology, political science, history, economics, psychology, English, music, or visual art;  or they would obtain superior credentials in the technological or vocational arts.  Upon receipt of her or his subject area degree, the prospective grades 6-8 or 9-12 teacher would then serve a full academic year internship before being evaluated for service as a professional teacher in the Minneapolis Public Schools.

Among current teaching staff at the Minneapolis Public Schools, no masters or doctoral degrees in education would be recognized.  For new hires, no degree in education at the bachelor’s or master’s level would be accepted.

…………………………………………………………………………………..

Training under these academic requirements and serving the academic year internships, teachers at the Minneapolis Public Schools would be scholars possessing broad and deep knowledge, highly capable of imparting a knowledge-intensive, skill-replete curriculum in the liberal, technological, and vocational arts to students of all demographic descriptors.

Teachers would be professionals at the level of attorneys and physicians;  pay in the public sphere would not match attorneys and physicians in the private sector but would rise from the current MPS median for teachers of $67,000 to $85,000.

…………………………………………………………………………………. 

PreK-12 revolution at the Minneapolis Public Schools must include curricular overhaul of knowledge intensity and training of teachers capable of imparting that curriculum.

Professionalized, academically inclined teachers will be prepared to deliver the curriculum overhauled to provide knowledge-intensive, skill-replete curriculum to students of all demographic descriptors.