Racial, linguistic, and cultural diversity will continue to grow in the public schools. In addition, the numbers of students in special education classifications and alternative placements will likely increase. Cries for cost containment in special programs and the squeeze for classroom space within school buildings will result in more and more “non-traditional” students being placed in “regular” classes. Teachers will confront the need to become more adept at providing differentiated educational experiences for the multiple needs of students present in their classrooms, for diagnosing those needs, and for assessing student progress in multiple ways. Technology will offer much help in this area and teachers will be increasingly pressed to be proficient in its use.
It is likely that increasing numbers of adult educators will also be present in classrooms—co-teachers, support teachers, assistant teachers, paraprofessionals, and the like. Skills in team leadership and collaboration will increase in importance for classroom lead teachers. Student diversity will increase at a more rapid rate than diversity of the teaching staff. As a result, the need will rise for the teaching force, which will remain overwhelmingly white and female, to become more and more sensitive to, and adept at, simultaneously addressing differences in race, language, culture, and (dis)ability. Teachers’ repertoires of available knowledge, skills, and dispositions will be challenged to expand and become enriched. The abilities to affirm and coach one’s colleagues and students, in a spirit of solidarity, will likely emerge as highly desirable. These challenges suggest that prior to enrollment in teacher education programs, greater attention to recruitment and pre-screening of candidates already in possession of desirable levels of vision, motivation, and attitude would be wise.