Students share experience in TIP

By Cyndee McFerren, Libby McConnell and Scott Vannatter

The United States is preparing for a vast teacher shortage in the public schools. In Indiana, schools face an aging teacher population, and few college students are entering the profession. One solution being implemented in many states, including Indiana, is to tap into a large resource of college graduates in the workforce who do not have degrees in education. This new legislation allows people holding bachelor degrees to enter any Indiana college or university and complete an accelerated program for certification at either the elementary or secondary level.

Cyndee McFerren, Libby McConnell and Scott Vannatter were three members of the first cohort at Anderson University for this accelerated teaching program. The program, called Teach for Indiana Program (TIP), consists of four modules of instruction, including practicum and student teaching, in just over nine months. The 15 members of the cohort were selected from more than 100 applicants and included 11 females and four males ranging from 25 to 54 years of age. They came from careers as varied as business, computers and ministry. Entrance to the program involved passing state Praxis exams, an informal interview, essay entry and a formal interview by trained personnel.

McFerren, McConnell and Vannatter share an intense passion for teaching and have wanted to teach since their elementary years. “The voice inside began as a whisper and eventually became a loud, clear voice,” says McFerren. This internal desire holds true for all three, becoming a call to vocation imbued with feeling. A deep love for both children and learning is a key to this new endeavor.

McConnell sums up the program by saying, “At times I felt I had been there forever, and at times felt I had just begun.” Both McFerren and Vannatter had been out of the educational system long enough that delving back into intense studying was truly a trial-by-fire effort. All three had to struggle with new material, many projects and the pressure of time the program demanded. Other times, however, the three wished the classes would continue as they passed too quickly to learn everything desired.

McFerren’s practicum teaching was with a kindergarten class in her hometown. She considered herself fortunate to be in one of the growing number of all-day kindergartens. She changed to second grade in the same school for her student teaching.

McConnell’s placement was in the first grade of an Anderson inner-city school. She went from an observer and aide to more of a team-teaching environment. She was appointed with the duties of keeping students on-task and giving individualized instruction concerning reading and writing.

Vannatter did his work in a third-grade environment in a nearby school system. He said the hours were long and the work, at times, taxing, but all worth it.

All three considered themselves working under the guidance of master teachers. They watched them live the methodologies the three had learned in classes. Their supervising teachers were both compassionate and focused, showing the lengths they would go each day to reach all the students under their care.

One strong factor TIP graduates can offer to school administrations is the varied life experiences they have been through. “We have run the gauntlet,” says Vannatter. “Most of us have run into office politics, angry co-workers, manipulative people and ‘unfair’ situations. We have failed at things, let people down and had to give in on some things we felt strongly about. We have been in and out of relationships, lost friends, made new ones and learned life goes on even when we feel we cannot.”

McFerren, McConnell and Vannatter have all passed the state exams, finished the classes and student teaching, and are involved in different aspects of the job search. McFerren has accepted a position at a private school in her town. McConnell is applying at schools in her immediate area. Vannatter has broadened his search to cover Indiana and several out-of-state school systems. All are pleased to have, finally, followed the voice leading them to this life change.

The members of the cohort do not set themselves above or below traditional students; they are just different. The administration that hires traditional students will still get people honed in the craft of education and who have had hands-on student teaching experience. The difference, concludes Scott, is that “an administration who hires us will get a teacher with a wealth of life experiences.”