Q - Your first paragraph deals with paraprofessionals. Paraprofessionals are not accredited teachers, they are considered support staff (special educ. assistants, alternate program workers, etc.) Teachers are professionals.

The second paragraph (NDLC) sounds similar to what is required in B.C. but you can obtain a bachelor of education with a major in the subject you wish to teach at the secondary level. An additional year (three terms) of professional development is also required. This includes upper level education courses and three practicums.

The only problem I see with the NDLC is that it does not seem to include courses specific to teaching. Fingerpainting may not be something that is 'taught' but try managing 20 or so children on how to share space, use the materials appropriately and do their share of the clean-up. After the paintings are dry, they must then discuss the image with the teacher or with the group. Then, of course, you must assess the lesson according to criteria that was previously set.

Most artists would have a very difficult time managing the lesson let alone the behaviours that occur when some children use paint. While teaching all of this, don't forget that at least 20% of the class have individual needs that must be met. These needs include behaviour, medical, vision, hearing, autism, etc.

Knowledge of a subject is definitely important at the secondary level but at the elementary level, it is far more important to understand child development and to be able to manage a variety of behaviours. Its a delicate balance creating a classroom environment where all children feel safe enough to learn.

If they don't learn the social skills required as part of a group, it won't matter how much the secondary teacher knows about a subject. Nobody can teach or learn in a chaotic environment. NCLB needs to pay more attention to teacher education at the elementary level and more money needs to be spent on early childhood development.

NCLB is just another feeble attempt to put out the fire.