Developing teachers who can change the world

By Deborah Lilly

On May 11, Diana Ross, chair of the Anderson University School of Education, and three freshly graduated students gathered outside Hartung Hall for photographs. Behind the professional photographer, parents, grandparents, aunts, husbands and siblings also snapped pictures. Ross, David Hoffert, Lori Dolfin and Terri Gibson had just completed a very meaningful year, and they looked ahead with excitement. But each one for a different reason.

As the new chair of the School of Education, Ross spent her first year assessing the department, building new programs, and gaining the approval of the National Council for Accreditation of Teacher Education. She also gained the approval of the students in her department. Next year she and her co-workers begin implementing new strategies in the School of Education — giving students more time in public school classrooms, offering students more options for teaching experiences, and welcoming professionals from other careers into teaching.

Hoffert, Dolfin and Gibson had their first taste of what it is like to be a full-time teacher. Now Hoffert is hoping to be a positive influence in the lives of inner-city kids. Dolfin is finishing up classes to earn a license to teach special needs students. And Gibson, who gave up banking four years ago, is embarking on a second — and much different — career in teaching.

During the last semester, Ross, Hoffert, Dolfin and Gibson shared why education has become their passion. While it is not a career associated with glamour or large paychecks, it’s a career they could not resist. And they hope that it is a vehicle with which they can change lives.

Ross became an educator because of the impact teachers had on her own life.

“A teacher excited me and made me think that I was the most important person,” Ross remembers. As an elementary student, she attended a lab school at the University of Florida. Instead of grades, students received encouragement. She remembers, “I thought I could do anything, I could be anything, and I could study anything.”

Ross received her bachelor’s and master’s degrees in music education. She taught in private and public schools. Most recently, she was the staff development coordinator for Indianapolis Public Schools.

Ross comes to AU during a time when teaching as a career doesn’t always receive the most positive media attention. With the retirement of many teachers looming in the near future, there are fears of a teacher shortage. With the increasing number of career choices available to young adults today — especially to women — and with the reports of low salaries and school violence, a career in education has lost some of its appeal. Yet the School of Education at AU continues to grow. The number of students in first-year education classes at AU hit a record high last fall, and the latest figures for the incoming freshman class indicate that education is still the top choice of potential majors.

David Hoffert, Lori Dolfin and Terri Gibson don’t dwell on the negative aspects of the career. For them, teaching is a calling that far outweighs a desire for money. They believe you earn respect by giving respect. And while they are not blind to school violence, they refuse to let fears of what might happen overshadow the positive influence they can affect in the lives of children and teenagers.

Growing up, David Hoffert says, “My parents always used to take me on those long family vacations where we’d stop at every historical marker along the way.”

From those experiences, Hoffert developed a love of history. His high school government teacher in Warsaw, Ind., made him want to be a teacher.

“He was always there for the kids and he was always supportive,” Hoffert remembers. “And he was a great Christian influence. Being in a public school, it’s hard to share your Christian faith, but I could always tell from their example which teachers had a strong Christian faith.” Hoffert hopes to be that kind of example to his students.

Hoffert spent his last semester at a high school in Anderson finding out what it means to be a teacher. No more staying up until 3 a.m. He spent his evenings absorbed in lesson plans, reviewing notes from his college history classes and doing research. “It isn’t an 8-to-5 job,” Hoffert has realized. “It’s a lot more hours than it seems.”

He was also surprised to discover how apathetic some high school students can be toward their education, and he felt challenged to draw them into the excitement of U.S. and world history, both required subjects for high school graduation.

“I had some really good classes and I had some really bad classes,” Hoffert admits. “It really discouraged me to see them just sit there and do absolutely nothing when they should have been taking notes.” But he was also encouraged when those same students would suddenly become excited by a project he assigned to them, such as connecting something in their lives to the Industrial Revolution.

At the end of his student-teaching experience, Hoffert was able to say, “This last semester has been the greatest experience of my life. I loved being with the kids. I loved being with the other teachers. It was very, very positive.”

He and his wife, Rachael, who graduated from AU with a degree in elementary education, are now looking for jobs. They hope to work in the inner-city. “I just really feel that there’s a need out there for strong teachers in lower-income schools,” he says. So they’ve sent applications to the Chicago and Washington, D.C., areas.

Hoffert is aware of dissatisfaction in the profession. One day while student teaching, a teacher told him, “You know, we’re the people with the most knowledge in the world, but we’re the least paid out of anybody.” Reflecting on that comment, Hoffert says, “I’m not really worried about that. It’s not my goal in life to become a millionaire.”

Instead Hoffert thinks of the perks of teaching, such as having the summers off so he can someday take his own children on those trips across the country, stopping at every historical landmark along the way.

On Feb. 11, Lori Dolfin and 20 fourth graders at Cherry Tree Elementary embarked on a new adventure — Dolfin’s student teaching experience. Dolfin’s own excitement was tempered by nervousness. She says, “I worried about whether I’d be able to do this.” The 20 children would look to her for instruction, while she felt like a guest in their classroom. But after only three days, the students completed their assessment of her. In Valentine cards, they proclaimed, “You’re the best teacher ever, Miss Dolfin!”

“They were very welcoming,” says Dolfin. And after 12 weeks at Cherry Tree and four years at AU, she says, “I feel prepared.”

But Dolfin’s education isn’t over yet, despite the diploma she received in May. Dolfin will be the first student at AU to complete a cooperative program between AU and Ball State University in Muncie, Ind., so she can teach not only elementary education but also be licensed in special education. The week after her student teaching at Cherry Tree ended, she went to work on an 84-hour practicum with eighth grade special needs students, followed by her last round of classes. In the fall, she will student teach again — eight weeks in an elementary special education classroom and eight weeks in a junior high or high school special education classroom.

The cooperative began at AU four years ago to meet a need in school systems across the country and to meet a request by a few AU education majors.

“Special education teachers are really in demand in almost every state,” explains Dr. Linda Chiang, education professor at AU. In the past AU offered a program for students to become licensed to teach special education, but lack of interest made the program no longer feasible.

Chiang began talking with faculty at AU and Ball State about a cooperative program that would allow interested AU students to earn a second major in teaching special education from Ball State University. Over three summers, students earn a total of 39 to 42 credit hours, complete two 84-hour practicums in local schools and a 16-week student-teaching experience.

This summer four AU students are participating in the program. Their expenses are covered in part through scholarships from the Florence Butgereit Meredith Endowment Fund.

Dolfin says she has always known she wanted to be a teacher. An older brother, who benefited from special needs classes in school, triggered her interest in teaching special needs students. As she interacted with her brother and his friends, she quickly learned they had gifts to share. She decided, “I want to make a difference with these kids.”

Dolfin is open to teaching in a regular elementary classroom or a special needs classroom. “I’m excited about the special education background that I have, but I know even if I’m in a general education classroom, I’m going to have students with special needs,” she explains.

For Dolfin, teaching isn’t always about spelling and math. Sometimes it means making sure kids have breakfast. “In my home, there was never a time when I didn’t feel safe or loved. But I know not all kids have that luxury,” she says. It’s her goal to create an atmosphere where kids can feel secure, welcomed and loved.

In a way, that’s what the fourth graders at Cherry Tree did for her. And on her last day in their classroom, they did what they could to prepare her for her future. They showered her with gifts such as staplers and post-it notes to place in her first desk as a teacher.

Terri Gibson never dreamed she would one day be a teacher. She had three children of her own — that was enough for her. In fact, Gibson says, “I never thought I would go back to school, ever.” Instead she pursued a career in the banking industry and planned to stay there until she retired.

Her husband, Ron, on the other hand, dreamed of being a teacher. He worked on a degree in elementary education for 12 years, graduating from AU in 1997. “He’s a hero to me because it took him so long and he never lost focus,” says Gibson. “I really admire him for sticking to it as long as he did.”

By the time her husband had finished college, Gibson felt something was missing in her own life. She says, “Banking was not what I was meant to do.” She realized she was meant to teach. “I really think that was God’s choice,” she says. “Every time I tried to choose another career, God kept blocking doors for me.”

Gibson chose to teach speech, theatre and English. From her own experience, Gibson has learned how important these subjects can be in any career. “Speech and theatre aren’t what most people consider essential classes in high school, but to me they are the most essential. You’re going to talk for the rest of your life. You’re always going to communicate with somebody.”

Gibson completed her student teaching in Noblesville, Ind. With his own education finished, her husband took on the responsibility of taking care of their two older children, while her mother cared for her youngest daughter. Her husband also encouraged her, gave her ideas for the classroom and helped her with her portfolio.

Gibson admits that student teaching her last semester was stressful at times. Not only did she teach all day, but she also stayed after school to help with drama productions. But, she adds, “I had a ball.” According to Gibson, her cooperative teacher really allowed her to experience teaching during her 12-weeks in the classroom. He let her make mistakes and helped her learn from them. “He allowed me to dream, and if I dreamed too big, he reeled me back in.”

At 42, Gibson is embarking on a new career. “I’m so excited to see what the next chapter in my life will be,” she says.

Teaching as a second career is not a new phenomena, and it’s one answer to the predicted teacher shortage. In fact, by fall all 38 colleges and universities in Indiana are mandated by the state government to have a program in place whereby professionals trained in other fields can earn education degrees. Similar alternative licensing programs are already in place in 42 states.

Dan Jeran, education professor and director of graduate studies in education at AU, has been working with other School of Education faculty to design a transition to teaching program. By May he had received 50 telephone calls about the proposed program at AU and had conducted more than 20 interviews.

“It’s going to be a demanding program,” says Jeran. “And it’s not going to be an easy program to get into.”

By state mandate, AU’s transition to teaching program must offer education degrees for every major in the university’s curriculum. The program at AU will be an intensive 38-week program. Participants will be placed in the classroom from the beginning of the program. They will work as teacher assistants for the first semester and then will student teach during the second semester. This year, the program will begin on Aug. 28 and continue through May 30. In order to participate in the program, students must have a bachelor’s degree, and they are required to pass the state tests to earn a teaching license before starting the program at AU.

According to Jeran, professionals can bring a lot to a classroom. “Usually they’re a little older. They have more life experiences. They’ll probably be more focused,” he explains.

It’s an idea that has also worked for Indiana in the past. “Schools always end up with shortages in areas like math, science and special education,” explains Diana Ross. “For years we have been taking these professionals and putting them on a limited license.”

Jeran can think of several reasons why professionals in other fields may decide to teach. Perhaps they’ve always wanted to teach but chose a more lucrative career. Or maybe their kids are in school, and they’re ready to try another career.

For Sonia (Oliveros) Holcombe BA ’89, teaching was a better way to balance career and family. Holcombe actually comes from a family of teachers, but as a college student she chose to major in marketing.

“Part of me always wanted to go into business,” she says. “And teaching just didn’t feel like a very sophisticated career at the time.”

After graduation, Holcombe moved to the Southeast and worked for Proctor and Gamble, first as a merchandiser and then as a sales accountant. When she and her husband began thinking about a family, Sonia says, “I realized I wanted to be home more. I was traveling 90 percent of the time, and I just knew that was not going to be practical.”

Holcombe went back to school, earned a master’s degree in elementary education and has taught fourth grade in Fort Worth, Texas, for three years. “I love it,” she says. “I enjoy the challenge. I love getting a fresh batch of kids every year and watching them grow from September to May. I enjoy the reward of knowing I can be a positive influence in somebody’s life.” And she is able to spend her evenings and weekends with her family.

Some schools have created transition to teaching programs in the form of a master’s degree, but at AU the master’s of education degree is designed for working teachers, explains Jeran. That means classes are offered around the work schedules of teaching professionals, and they can share experiences and ideas with their peers. Students can complete the 36-credit program in 21 to 24 months by taking two core courses each semester and completing elective courses during the summer. Since the program began in 1995, 60 teachers have completed the graduate program.

Establishing an alternative licensure program has been only one of Diana Ross’ challenges during the past year. Her first year as chair of the School of Education has coincided with a mandatory assessment of the department for the state and for an accrediting team from the National Council for Accreditation of Teacher Education. With four new faculty members in the School of Education, Ross calls the experience a “wonderful exercise.” As a group, she and the faculty were forced to look at where the program has been, where they would like to see the program go and how to get there within the next five years.

“My goal first and foremost is working with faculty to provide the very best academic training for education majors, second to none,” says Ross. “When students walk out of here, they should be able to compete with any university around.” But she is also quick to add, “I’m not saying that what we’ve done in the past has not been good. We have turned out tremendous graduates.”

Among them are siblings, Bess Coppess BA ’75, John Coppess BA ’77 and Tim Coppess BA ’82. Bess teaches elementary school in Sheridan, Ind., John teaches English in Bloomington, Ill., and Tim taught science in Lapel, Ind. Last year they all received “Teacher of the Year” awards from their respective schools, and Tim’s students have nominated three times as an influential teacher in their lives.

Tim’s career is also an example of how versatile a degree in education can be. Last year he began looking for a job outside of the classroom. He wondered, “How can I still be involved with education without the stress of the daily grind?”

He found the answer to that question at Frey Scientific, a scientific supply division of School Specialty. The company hired him and he is now responsible for the development of various teaching products correlated to state and national science education content standards, technical support for teachers, vendor negotiations and the entire chemistry section of the Frey Scientific Catalog.

“If I can help them understand how to use something to teach a hands-on activity, then each of their students are going to benefit,” says Tim. “I have more influence on a bigger group of people even though it’s more indirect.”

The variety of careers in the world today may be just as much a threat to a teacher shortage than low pay, school violence and disrespect in the classroom. Ross’ own daughter left the classroom to use her education degree as a virtual meeting strategist for an advanced planning company. “I didn’t even know a job like that existed,” says Ross.

Another threat to the teacher shortage is bad experiences during the first two years of teaching. “School systems often do not set our first-year teachers up for success,” says Ross. They rarely get the best classes or the best students, and they often believe experiences during their first year are indicative of the rest of their career.

Ross hopes the School of Education can stress to students that beginning a career can be quite an adjustment, and she hopes that their preparation at AU will give them the strength, courage and ability to be long-term teachers. She hopes to achieve this by providing students with options and opportunities. For example, students at AU can student teach in the inner-city schools of Chicago, overseas and even during the summer.

She also wants AU education majors to spend more time in classrooms off campus. Currently, the School of Education is developing a partnership with Alexandria Community Schools. “Students will be there for much of their college career,” says Ross. Not only will they be in the classroom, they will be required to attend committee meetings and school board meetings. “They will really begin to learn what it means to be part of the school culture.”

Ross would also like to see more diversity within the faculty, student body and experiences at the School of Education. “The odds are that our graduates are not going to go out and teach in a suburban, middle-class, all-white school,” says Ross. Rather, they will begin low on the totem pole, wherever they can find a job.

Looking back on her last year under Ross, Dolfin says, “I’m excited for the School of Education.” Hoffert and Gibson agree. But Gibson adds, “Faculty at AU prepare you as much as they possibly can, but sometimes it’s your responsibility to learn, too.” During her four years as a college student, Gibson opened herself up to learn every day from other college students and then from the high school students in her student teaching classroom.

Ross is excited for the latest bunch of education majors leaving campus with their degrees. Despite the drawbacks often associated with teaching, these graduates have a good reason for pursuing careers in education. “It’s our calling,” says Ross. “We do it because at the end of the day when we sit back and think about students who have made a significant stride, we know it’s the right thing for us to do.”