Tell us the story of your biggest lesson, most surprising realization or proudest classroom accomplishment.
Are you a teacher who learned to love the Common Core? Did a professor help you understand a subject better? Or maybe your biggest lesson was how to navigate lunchroom politics. We want to hear from teachers, parents, faculty and students.
“In my case and my wife’s case, we didn’t have parents that could pay for higher education. So the cost of tuition was very significant to us,” Scott said. “I am absolutely committed to keeping tuition low.”
“This is not a political decision. This is a decision for Florida families,” Scott said. “Tuition cannot continue to go up the way it’s been going up.”
Scott said his “filter” in determining whether to veto each item came down to three questions:
Does it help families get more jobs?
Does it improve the state’s education system?
Does it make government more efficient in order to keep the cost of living low?
Scott said he’s asked university and college presidents to think about how they can make sure students get degrees that will result in jobs.
“When they finish, do they have a job? Could they afford their education? How much debt are they going to have? We cannot put our students in a position where they can’t afford higher education,” Scott said.
Editor’s note: This post was authored by Sarah Butrymowicz with The Hechinger Report.
Somewhere midway through his sophomore year of college at Florida Atlantic University, Christopher Clevenger started to question his aeronautical engineering major. He liked the coursework, and was doing well at it, but when he thought about his job prospects, the future seemed bleak.
“It would be me, a computer screen and a phone,” he said. “I didn’t get that human interaction that I craved.”
John O'Connor / StateImpact Florida
University of Central Florida education professor Lee-Anne Spalding uses an interactive white board to shows students how to connect a drill using coins to both math and history. Critics say education programs, such as the one at UCF, have few standards for entry and do not adequately prepare graduates to lead a classroom.
So Clevenger changed track. He was accepted in Nova Southeastern University’s undergraduate teacher training program. On a campus tour, talking with professors and seeing the level of interest they seemed to have in the teacher candidates, Clevenger was sold. He graduated from Nova in November with a degree in secondary social science and is now teaching world history at a high school near Nova’s Fort Lauderdale campus.
Although he switched from a tough major to one that has a reputation of being easy, he stressed that – despite what some people assume―the decision was not because he wanted to earn easy As.
“A lot of students see going into the education world as a fallback…That’s where you get the bad teachers,” he said. “It’s definitely not easy. It’s not something you wake up and do if you’re not passionate about it.”
A national push to improve the quality of teachers has focused largely on those already in the classroom, with the adoption of new teacher evaluation systems and efforts to help struggling teachers and push out those who don’t improve. But increasingly, reformers who believe better teachers will lead to greater student achievement are eyeing how teachers are trained in the first place—and finding training programs lacking.