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Lansing, Michigan – The Michigan Department of Education (MDE) has been praised nationally for its creative approach to helping future teachers in an outstanding respect of its attempts to raise the next generation of educators. Emphasized in the National Council on Teacher Quality’s new “Clinical Practice Action Guide,” Michigan’s case study is a model for improving the quality of teacher preparation through financial support programs and strong clinical experience requirements.
The state’s pioneering strategy, as outlined by State Superintendent Dr. Michael F. Rice, is founded on the principles of quality, quantity, and diversity within teacher training.
“Michigan continues to be recognized for its efforts to improve the teaching profession,” said State Superintendent Dr. Michael F. Rice in a press release. “Quality, quantity, and diversity are all areas of focus,” Dr. Michael F. Rice said in a statement.
Michigan developed a goal in 2018 to equip teachers with a clinically based approach similar to medical education, which calls for thorough in-field experience. Michigan teacher candidates must undergo at least 600 hours of hands-on clinical experiences in addition to a set of mandated courses meant to improve their practical skills in the classroom.
The state currently provides significant stipends to help to reduce the financial load commonly connected with student teaching, which might discourage students from choosing a teaching profession. Every teacher applicant is qualified for $9,600 every semester of student teaching, therefore honoring the great effort needed during the training period.
Beyond mere financial support, Michigan has launched many programs meant to solve the continuous teacher shortages and improve the pool of upcoming teachers. These include significant college scholarships, loan repayment options, mentoring for present teachers, and “Grow Your Own” initiatives for support staff members intending to teach. To further increase the availability of teaching jobs, the state has established a rural credentialing hub and the Talent Together apprenticeship program.
Dr. Sean Kottke, manager of the Educator Preparation Unit at MDE’s Office of Educator Excellence, emphasized the broader impact of these efforts.
“Michigan students can flourish when they have access to high-quality instruction delivered by well-prepared and well-supported professional educators,” said Dr. Sean Kottke. “We are honored by this national recognition of our collective efforts to strengthen the state-of-the-art of teacher preparation through rich opportunities for teacher candidates to practice the work of teaching throughout their preparation experience.”
Because of insufficient practical training, many newly hired teachers across the United States enter the field unprepared for the reality of the classroom. This shortage influences not just the standard of instruction but also helps to explain significant new teacher turnover. Michigan is building a sustainable stream of qualified teachers more likely to stay in the field by encouraging strong alliances between school systems and teacher training institutions.
“Michigan is an excellent example of a state enhancing teacher quality by helping more aspiring teachers get a great clinical practice experience,” said Heather Peske, president of the National Council on Teacher Quality. “As a national leader on this front, Michigan is strengthening the teacher pipeline and laying the foundation for more effective teachers and better outcomes for students across the state.”
The initiatives to increase the performance of Michigan’s teachers fit Goal 7 of Michigan’s Top 10 Strategic Education Plan, which addresses the teacher shortage through deliberate educational changes. Michigan not only improves the immediate learning environment for its students but also makes an effort to ensure the long-term stability and quality of its educational system by demanding a high degree of teacher training.
The Clinical Practice Action Guide of the National Council provides a thorough review and recommendations for models other states and districts could use to enhance their student teaching experiences, therefore offering greater insights into Michigan’s effective policies.