Master Plan

Due to year end deadlines and family emergencies, I've only just been able to keep up with reading summaries.  As it's winding down, I'd just like to touch on areas that I have personally observed in the past ten years, from working and volunteering in the local district schools: 
1. Minimize the 'emergency' or 'interim' credential allowance and require new teachers to complete their full credential as soon as possible with time and/or reimbursement incentives as their financial need dictates. (There are many teachers in our district teaching without full credentialling for years, with no immediate intention to do so since they're getting paid almost [the] same rate as fully credentialled teachers.  There is no incentive to be a more qualified teacher!)
2. Teacher credentialling programs should include [require?] more EARLY childhood development training to facilitate the plan's goals in this area.  (I have a niece who will soon have her degree and credential in education who has told me that much in this area "were not required classes" to complete her coursework.  She does have some family and child psych under her belt, but it is not the same as developmental training and observation.)
3. The credentialling program(s) need more uniformity in course requirements and more technology.  Someone in the dialogue mentioned the misnomer here.  They're right.  'Technology' is not just about turning on your computer or drawing up lesson plans for substitute teachers in a word processing application.  More teachers need the training and know-how to at least keep up with their students!  Technology can and should be incorporated into all areas of curricula, including the arts!
4. I was also surprised at the comment "Teachers don't have to be taught how to teach.  They need..."  I have to disagree with this one.  Credentialling programs or inservice training, need to teach teachers what works to facilitate learning in all modalities and multiple intelligences.  I have watched students stagnate in classrooms where the curriculum is constant every year:  Same themes, same time of year, same presentation.  I have seen those same students soar in achievement in classrooms where the teacher provides differentiated and novel ways of presenting the required curriculum [where they were previously branded 'problem' students or 'DL'.] 
5. I have worked with some fantastic teachers who have made teaching and learning a joy to behold...because they believe in what they're doing.  They believe every child has the right to learn and strive to provide the means.  I also know many teachers who teach, not because they like teaching or the students.  On the contrary, the opening despise them but the pay and benefits are great.  Motive needs to be closely evaluated to attract 'good' teachers.
6. A common theme I've read in this dialogue that I cannot agree with more:  More teacher training and continued education to keep up with changes in student population dynamics and technology in curriculum.
7. More technology integrated training in credentialling programs.  This area is sorely lacking according to my niece.  She told me that there was absolutely no requirements in computers, or technology in general, required in her coursework.  Technology is not going away.  It is the only edge prepared students will have in the highly streamlined and competitive workforce.
8. More training and incentive for paraprofessionals as support staff to teachers (NOT as gophers or runners).  While I admittedly have not read every thread to every message posted in this dialogue, I have not yet read where this has been addressed.
9. Accountability:  Ahh, the elusive patrol.  This is perhaps the crux of the success of this plan.  Accountability breaks down tremendously through the ranks, and, as someone posted, who will keep the State 'accountable'?  I have nothing to suggest here as I've seen enough abuses to last me a lifetime.  Penalties are detrimental.  Incentives are extorted and abused.  The 'how to make sure it gets done right' is a tough one.

What I've been able to absorb of the Plan and the dialogue is that while the goals sound wonderful and heading in the right direction, we need to back up.  The proverbial cart is ahead of the horse in the final analysis, particularly in the area of personnel preparedness, student readiness, school readiness, etc.  Teach the teachers more; teach the parents more (this is a tough one in a county such as ours, where the parents ARE children themselves having more children who are the third and fourth generation on public assistance with no obvious end in sight!)  

Education IS the key, but where do we start?  It's the chicken or the egg thing.  These people get paid a lot of money for having children frequently and doing nothing with their lives.  How do we teach children life skills and workplace readiness, or even work ethics for that matter, when all they know is dependence?  I work with these children who, in fourth and fifth grade, have already decided that they won't complete their education but just "hang out".  The sad part is that many are very very bright and could go far.

Okay.  We start in the home, but how constitutional is that?  We're also talking deep rooted traditional and cultural issues here.  Can educators dictate what can be expected in the home for school readiness?

I know this was supposed to be short but it's all I'll be able to contribute.  Thank you for the invitation to join.