I’m one of the lucky ones. I became a better teacher because I worked in schools that supported professional development. I remember the education prof who told me I was so focused on content that I should work toward post-secondary teaching. I remember the students who used to tell me that I could talk bell-to-bell on fewer breaths than anyone else! I remember the day I returned from a conference where a presenter convinced me that worksheets, even those as clever as I thought mine were, were not productive, so I had my kids shred theirs into our garbage can as I switched my approach.
What I didn’t know as a new teacher could fill multiple textbooks. I got away with my ignorance because kids seemed to recognize my passion and my willingness to learn. I put myself in untenable situations with power struggles and only survived them through dumb luck. I didn’t know about trauma-informed teaching or the research on ACES (Adverse Childhood Experiences); in hindsight, there were several students I would have handled differently. My early priorities focused on the transmission of knowledge; I had to work to shift to a focus from what to learn to how to learn.
When I retired, there was still plenty I didn’t know, but I had come a long way. How? Sometimes the reactions of students caused me to rethink my approach, but the power of professional development really reshaped my teaching. The Illinois Writing Project caused me to shift to a writing workshop approach and a focus on portfolios. Getting trained in Problem-Based Learning led me to a truly student-centered classroom, so much so that after one parents’ night (when parents follow their student’s schedule and meet their student’s teachers), one parent complained that I was being paid while the students did all the work. Instead of being upset, I asked students to explain what they did and why during the following parents’ nights, honoring my commitment to them. A graduate class made me rethink not only my classroom management techniques but also the physical layout of my classroom. Our Brain Research Study Group taught me about student engagement and retention of learning. I could go on and on…
I believe that the best teachers enter the field with passion and commitment and then grow into even better teachers as they learn from professional development, students, and each other. I’m excited that some schools are offering training in ACES and trauma-informed teaching. I’m thrilled by the focus on internships and career pathway information to give students a head start on their post-secondary future. If I ran the world, I would promote an even broader commitment to professional development.
Apparently, the powers-that-be in Wyoming don’t share my vision. Until now, the steps to becoming a certified teacher there were pretty typical: complete a bachelor’s degree with a state-approved teacher preparation component, complete a student teaching placement, pass the required teacher certification exams, and apply for a teaching certificate or license. Teachers also had to pass a background check. (www.teachercertificationdegrees.com)
Now, however, Wyoming is considering a bill that would change teaching and schools dramatically. HB 100 would allow “school districts and charter schools to adopt policies to employ persons without holding a certificate or permit issued by the Wyoming professional teaching standards board.” (www.teachercertificationdegrees.com2) Apparently all it takes to be a teacher is passing the background check and turning 18. Really?
Wyoming also passed a Parent Rights Amendment, HB200, effective July 1, 2025. It “mandates that school districts notify parents or guardians of any changes in a student’s educational, physical, mental, or emotional health during school hours or while engaged in school-related activities. Additionally, the bill prohibits school districts from requiring personnel and students to use a student’s preferred pronoun if it does not align with the student’s biological sex. It also requires parental permission for instruction related to diversity, equity, or inclusion, and allows school district personnel to opt out of mandatory trainings on these topics. Key provisions include the requirement for school districts to provide parents with written policies and updates regarding health care services and educational practices at the beginning of each school year.” (fastdemocracy.com) I believe in parental rights, and parental involvement correlates with school achievement. But precluding trainings even as teachers must deal with diversity and its attendant issues in their classrooms is counterproductive.
I know I became a better teacher because I was a learner. Teaching has always been challenging, but the post-pandemic cluster of poor behavior, lack of attendance, mental health issues, and disengagement has not only made teaching harder; it also cemented the need for professional development to help teachers learn how to address those concerns. Wyoming doesn’t think so. I think Wyoming is wrong, and their teachers and students will suffer the consequences.