The most scarce commodity for new teachers is time. Without time the ability of teachers to grow and develop professionally is severely limited. A model teacher education program includes time to train provided for teachers in training and for teacher coaches. Teacher preparation should be a collaborative professional partnership between higher and k-12 education. The majority of the education and induction of intern teachers should occur on site, with a professional development team of educators who have the primary task of preparing the intern educator to fully assimilate and apply the new skills and pedagogy necessary to teach students.
Theory is taught when it is relevant to the new teacher.
Teachers learn, and then apply theory into their classrooms with the coaching and mentoring of outstanding teachers who work directly with higher educators. Teaching should incorporate real world skills such as laboratory research, supervising student internships, and the ability to connect concepts of the classroom to meaningful applications for students outside of the school. The new teacher should be a reflective, knowledgeable, and engaged learner. Teachers for the 21st Century should be able to provide a comprehensive multicultural, experiential, and real world educational experience for their students. Beginning teachers participate in preparing students who are prepared to engage in authentic and significant work in the society outside of the school Preparation in and through integrated curricula make the most productive use of teacher and student time.