Q&A: New Support & Guidance for Preparing Teacher Candidates

We are pleased to announce that a suggested curriculum for preparing T’ai Chi Chih (TCC) teacher candidates is now available to all TCC teachers. You can find it posted on tcccommunity.net.

What inspired the new teacher preparation suggested curriculum?

The curriculum was inspired by observations within the TCC community about the current state of candidate preparation and accreditation. Three key observations are:

• Teacher candidates seeking accreditation have declined, with accreditation courses dropping from three to one per year, possibly because fewer TCC classes are being offered in the aftermath of COVID. Many teachers stopped teaching during Covid and haven’t resumed.

• Teacher candidates arrive at accreditation with varying levels of preparation, leading to stress for candidates and for those involved in the process. Preparing candidates for accreditation requires distinct skills from teaching beginner or continuing students, and not every teacher possesses or wishes to develop these skills.

• Developing a comprehensive plan for candidate preparation takes time, therefore giving all TCC teachers access to a suggested curriculum enables referring teachers to begin preparing teacher candidates immediately and with confidence.

What is its purpose?

The curriculum is designed to provide referring teachers with a comprehensive, structured resource to guide teacher candidates through the accreditation process. Previously, while there were guidelines on taichichih.org, each referring teacher had to come up with their own plan for preparing their students for accreditation. Now, we are pleased to offer a suggested plan of action specifically designed to guide referring teachers as they work with teacher candidates throughout the accreditation process.

Who developed it?

The curriculum was created by Lesley Nell, an accredited TCC teacher with professional expertise in curriculum development, alongside accredited teachers Marie Dotts and Lisa Otero, both of whom have significant teaching experience and a history of successfully coaching teacher candidates through accreditation. The curriculum was reviewed by the Guide and Teacher Trainers, who provided feedback and suggested edits, and fully endorsed the final version.

What are its key features?

It is easy to follow and thorough. It presents the accreditation process as a journey that starts with identifying sincere students and highlights how to work with a candidate so that they acquire the skills and experience necessary to be confident in their practice and to become inspiring teachers.

It serves as a supportive resource for referring teachers, whether they are preparing their first candidate for accreditation or have guided several candidates in the past. The curriculum highlights learning objectives and provides ideas about activities that the referring teacher and candidate can do together and suggests resources that are available to help guide candidate preparation.

The curriculum is designed to reduce candidate stress and anxiety through early, consistent preparation and clear, compassionate feedback before, during, and after the Intensive, as well as leading up to Accreditation, enabling all candidates to fully benefit from learning and community-building opportunities throughout the accreditation journey.

Is it mandatory to use?

No, all accredited teachers may continue to prepare teacher candidates using their preferred methods. However, the curriculum is offered with a full endorsement by the Guide and Teacher Trainers, and it is believed that even experienced teachers may benefit from its structure and guidance when working with candidates and assessing their readiness to progress through each phase of the accreditation process.

How can teachers provide feedback about the curriculum or get further information?

Teachers are encouraged to offer their input after they have used the curriculum with their teacher candidate. We will be designing a simple form for teachers to offer this feedback. The curriculum is designed to be a living document, intended to be updated and refined as needed in response to feedback and changing needs within the TCC community.

For further information or clarification, teachers may directly contact Lesley Nell, Marie Dotts, or Lisa Otero.

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What is being done to encourage and recognize teachers who have developed an expertise in preparing candidates?

For some time now, a few experienced teachers have been asked to informally assist candidates in their preparation for accreditation — especially when two local teachers were not available. The aim is to formally recognize and encourage this interest and expertise, which already exists within our community, and to make this guidance and support available to any candidate in need of an experienced first or second referring teacher. Teachers with a proven track record of successfully preparing teacher candidates may now apply to be a “Teacher Prep Coach.”

How can teachers interested in becoming Teacher Prep Coaches apply for this designation?

A Teacher Prep Coach works one-on-one with the candidate, in person or via Zoom, and gives honest and helpful feedback and suggestions regarding the candidate’s progress and readiness to be assessed for accreditation.

You are invited to apply for this designation if you are an experienced teacher who wishes to offer your teaching services beyond your own students and have met the qualifications set forth in the application. The application form and the full list of qualifications and commitments are posted on tcccommunity.net.

Do I have to be a Teacher Prep Coach to prepare a student for accreditation?

No, you don’t have to be a Teacher Prep Coach to help a student prepare for accreditation. Any accredited teacher can use the new suggested curriculum to support candidates as a first or second referring teacher. Since not all primary teachers may be available to guide their students through the accreditation process, Teacher Prep Coaches are now an added resource to ensure every candidate receives the necessary support.

What should I do if one of my students wants to become a teacher, but I do not have the time to prepare them?

Preparing candidates for accreditation requires distinct skills from teaching beginner or continuing students, and not every teacher wishes to develop these skills. Moreover, a significant time commitment is required to prepare candidates for accreditation and not all TCC teachers can take on this additional work. In this circumstance, the teacher and candidate will need to find another teacher to serve as the first referring teacher and can consult the list of designated Teacher Prep Coaches that will be posted on tcccommunity.net.

The candidate can then review a Teacher Prep Coach’s biography posted on taichichih.org and contact any Teacher Prep Coach to discuss their specific situation. The Teacher Prep Coach will make individual arrangements with the candidate who engages their coaching services regarding the time, place, number and duration of meetings, and compensation. Teacher Prep Coaches are available to serve as a candidate’s first or second referring teacher.

How can I learn more about the curriculum and the coaching role?

Additional opportunities for information sharing, discussion, and questions will be available at various forums in the coming months and will be announced in the Guide’s monthly newsletter.

How might this impact the growth of T’ai Chi Chih?

The future growth of TCC depends on the teaching community’s ability to identify, support, and prepare sincere students to become confident and inspiring teachers. We all agree that doing TCC is a joy; teaching the practice is also a joy. Becoming a teacher should be a joyful and enriching experience as well. The aim is to ensure every candidate for accreditation has access to the guidance they need to succeed and to enjoy the process.

In the words of Justin Stone: “The great treasure of T’ai Chi Chih lies in the sincere and capable teachers. T’ai Chi Chih’s brilliant future depends upon them.”