AURORA - As current teachers face a deadline for being deemed "highly qualified" under the federal No Child Left Behind act, those entering the field have had no choice but to meet the new standards.

And getting future teachers qualified has become a major focus for colleges and universities.

Jennifer Anthony, preparing for May graduation from Wells College, is confident she will be one of those highly qualified teachers.

When Anthony first entered Wells, she studied psychology. It was not until after she worked as a teacher's assistant at Auburn's Hillside Children's Center that she realized she wanted to go into education.

"I really fell in love with being in the classroom," Anthony said. "I just thought I would be able to make more of a difference working directly with students."

Unlike many colleges with education departments, Wells does not offer the program as a major. Instead, students are encouraged to major in one of the liberal arts, while working on their teacher certification. By the time they graduate, education students have what is equivalent to a dual major.

After obtaining their bachelor's degrees, students are given five years to obtain a master's and two years teaching experience, which will allow them to get their permanent certification.

While Anthony is busy earning her psychology degree, she has also been taking the certification tests and undergoing the other programs required by New York.

"I think I have a very rich background in psychology that will help me in the education field," Anthony said. "I have a better understanding of how people act and know how to deal with real life situations because of that."

Anthony and her peers agree the education program is rigorous, but that their many reflection papers and senior thesis help prepare them for the challenges they will face.

Education students are now required to complete 100 hours of field study, which demands that students observe classes and learn about the inner workings of a school district. Students also complete their student teaching before graduating.

"By the time our students get into teaching they are comfortable with what they are doing," said Wells College Director of Elementary and Secondary Education Susan Talbot. "Students begin getting out into school during their first education course."

Anthony is currently in her sixth week of student teaching at Emily Howland Elementary School and already she is running the classroom on her own. This is her second placement; she worked at Casey Park Elementary School previously.

Working alongside Southern Cayuga teacher Patti Nunno, Anthony has been learning how to apply her psychology skills to helping determine students' needs and how her skills can be most effective. Anthony is also using her experience in the classroom to help her prepare her senior thesis, which focuses on psychology and elementary education.

Nunno thinks having a student teacher in the class is a learning experience all around.

"It really helps you to reassess and redefine what you do as a classroom teacher," Nunno said. "And these girls from Wells come in very knowledgeable in theory, and their teaching skills are very advanced."

While they're student teaching, the only course students are required to take is portfolio development. This gives them the opportunity to put together resumes, letters of recommendation, their teaching philosophies and sample lessons plans. During this time many students also begin taking the state mandate tests and workshops.

"All of the key elements the state is putting into place we already have (at Wells)," Anthony said. "We are already reaching higher standards. We are pro-development so we will be prepared even before changes are made."

Staff writer Ashley Lipsky can be reached at 253-5311 ext. 235 or

ashley.lipsky@lee.net