Plenty of demand for math, science teachers
“There are no teaching jobs out there!”
Have you ever heard a friend, relative, neighbor or colleague make that statement?
Often, we accept generalizations, yet never consider the source of the comment or the individual’s experience with the secondary school (grades six through 12) environment.
Math and science teaching positions are available — despite today’s economy and budget-conscious school districts. From Evanston to Crete, from the inner city to St. Charles, secondary schools are in need of effective math and science teachers.
During the past 12 months alone, more than 220 publicized full-time and part-time math and science vacancies surfaced within the Chicago area.
More than 250 area career-changers in the past 11 years have become math and science teachers — finding a rewarding career while filling a vital need — through Benedictine University’s Alternative Certification Program. This nontraditional, “fast-track” program prepares caring, student-centered adults to be competent classroom teachers in math and science.
Ninety-six percent of the graduates have found teaching positions and are currently teaching at some 150 local, public, private and charter schools.
The list of graduates is long, varied and experienced. They include former nurses, youth ministers, financial analysts, substitute teachers, NASA engineers and medical doctors. All felt they wanted to do more. Most just wanted to give back to the community.
Seven years ago, a veteran obstetrician decided to forego medicine and pursue teaching. After successfully completing the program and earning tenure in a West suburban public school, he continues to teach anatomy and other sciences while enjoying the personal satisfaction of working with young adults.
The average age of these second-career professionals is 44, although individuals in their 60s have sought to teach for one reason or the other. Not only are these professionals expert in their content matter, they also are experienced in applying math or science in industry, commerce, medicine and related fields.
The program begins with an intense, highly practical and supportive eight-week course that emphasizes a unique, problem-based teaching methodology designed to engage students in both science and math.
After completing the classroom portion of the program, these “interns” are hired at full compensation in a local secondary school. They continue to receive support, instruction and mentoring during their first year of teaching.
More than 20 of Benedictine’s alternative certificate program graduates are teaching in the top 50 public schools in the Chicago area. Several others are applying their new art at private schools such as the Illinois Mathematics and Science Academy, Benet Academy, St. Ignatius College Prep, Providence-St. Mel and Loyola Academy. The majority, though, are employed where student achievement needs the most attention.
Some have achieved success quickly in their encore profession. Three years ago, a former science researcher-turned-high school teacher earned the prestigious Illinois New Science Teacher of the Year award — a testament to both the student and the training that student received.
Few undergraduate students leave college with the intent of teaching math or science. Those with ability in either of these two disciplines generally gravitate first to engineering and other various professional careers, such as pre-med, chiropractic and health care, where the income potential is greater.
Yet, today, increased high school graduation requirements and initiatives, such as the government’s science, technology, engineering and mathematics — or STEM — education programs, beg for more capable instructors.
Qualified teachers are desperately needed as more and more progressive schools offer pre-engineering classes to high school juniors and seniors in concert with the stated goal of making the United States more competitive internationally.
These initiatives invite professionals to consider a career change. Math and science graduates who are looking for a challenge, seeking more job satisfaction or wanting to give back to the community should consider a career in teaching. They certainly will be challenged, but they also may be personally and professionally happier and more fulfilled.
“Sometimes the fulfillment comes from an email written by parents thanking me for helping their child succeed in science class where they consistently had difficulty,” said one former botanist who now teaches after graduating from Benedictine’s alternative certification program.
“More often, it is something as simple as having a student who had resigned himself with poor performance and I have found a way to inspire them to turn in homework or study for a quiz,” he said.
In a recent address to the National Council for Accreditation of Teacher Education, U.S. Secretary of Education Arne Duncan said, “Teacher openings in science and math — subjects that are so important to the future — are hard to fill with effective instructors.”
Math and science professionals should give some thought to becoming one of those effective instructors.
Ÿ John Zigmond is director of the alternative certification program at Benedictine University. A former secondary teacher and school district administrator for 36 years, he has been at Benedictine University since 2001. He is a graduate of St. Procopius College and earned a Doctorate in Education from National-Louis University.