Dominic Belmonte served the Golden Apple Foundation for Excellence in Teaching as its Director of Teacher Preparation from 1996-2006 and its President and Chief Executive Officer from 2006-2017. He was named a Golden Apple Award recipient in 1987. He served as Distinguished Professor of Practice at National Louis University, Chicago and taught English at York Community High School in Elmhurst, Illinois. In 1989, he co-created the Golden Apple Scholars of Illinois Program, a pre-induction advanced teacher preparation program that has to date brought over 2000 young people to teaching careers in Illinois. In 1996, he co-created the GATE (Golden Apple Teacher Education) program, Illinois’ first alternative pathway to the standard teacher certification, which brought over 400 mid-career adults to Chicago classrooms, where they taught secondary math or science or elementary school children. He is the author of Teaching from the Deep End (2nd ed.) and Teaching on Solid Ground. Dom earned his B.A. and M.A. in English at the University of Illinois at Chicago and was conferred Honorary Doctorates in Humane Letters from St. Xavier University (2011) and from National Louis University (2017).
Books by Dominic Belmonte:
It’s clear that American public education has been under assault for more than the last 30 years. So much of this current "age of accountability" has focused on blame, both of teachers and those who prepare them. Somehow, unlike in other professions, declarations were made to the effect that anyone could teach better than teachers, including business leaders and people from tony universities without teacher preparation.
The Age of Accountability scrutinizes the attack on teachers through weaponized data. While an effective corporate tool to improve bottom-line goals, its use in education became more sinister and misanthropic. International PISA scores imply the mediocre ability of American students, fueling a belief that American education needed more than an upgrade. The only answer that would placate many was a complete upheaval, a redefinition of a teacher and who should be permitted to become one. We teachers ceded authority to these business and legislative forces. Their subsequent fervor for testing overwhelmed teaching and drove the joy out of schooling for students. It is time for a recounting of what has been done to the profession and to our children. Young teachers need encouragement and veteran teachers need reminding of their valiant and effective efforts.
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