How can a student reach this point in the program without meeting the basic admission requirements? If we permit students to begin taking education classes, where is the line drawn beyond which the student cannot enroll in additional courses without meeting admission requirements? Do we, as advisors and educators, have a responsibility to help students meet the admission requirements? What approaches have been utilized and how effective are these strategies?
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Weaver (2002) noted that “almost a third of America's teachers leave the profession sometime during their first three years of teaching, and almost half leave after five years.” A plethora of information is available regarding what can be done to promote retention after the new teacher is employed. To increase the probability of remaining in the teaching field, can this teacher dropout problem be addressed at the college level? What issues are involved? What can advisors of education majors do to help address this problem?
Academic advisors should play a major role in the recruitment process for education programs. There are several issues and barriers which are unique to recruiting students to enter teacher training programs. What strategies can be implemented to address these issues and barriers?
Recovering from disasters is a process that takes time – for us and for our advisees. We must recognize our own stages of recovery and realize that our stages impact how we respond to students. We must be patient with ourselves and with advisees if we are to help achieve recovery.