In the book Teaching 2030 by Barnett Berry and 12 classroom experts, the authors pinpoint specific skills educators will need to teach in the schools of tomorrow. They say teachers must be prepared to find and adapt new technologies to engage the digital generation, as well as work across traditional subject areas using project learning. They must be able to use data and evidence to inform their practice and know how to work in both virtual learning environments and brick-and-mortar schools. And they’ll need to collaborate with community-based organizations and work in schools that provide all kinds of other services for students and their families.

Along those lines, Berry has outlined five changes he believes need to be made to the future of teacher education.

1. INFORMED BY NEED. University-based education schools currently produce about 170,000 graduates every year — but only 70 percent of those actually enter teaching. One reason is the mismatch between production and market demand. In some “teacher surplus” states, universities graduate far too many teachers prepared for subjects and areas in low demand (such as elementary, physical education, social studies), while math, science, and special education vacancies continue to frustrate school leaders as well as parents. And because of the way education schools are funded, most universities offer just about every kind of teacher education major, irrespective of the local needs of area districts looking for new recruits. In the future, as long as we have the right policies in place, education schools should recruit and prepare those who are needed — and use the cost savings to recruit the right teachers who can teach the right subjects — as well as invest more in the right kind of pedagogical training.

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