If entrepreneurs innovate to create value within uncertainty and unpredictability, then teachers are, by nature, entrepreneurial.
Teachers daily plan, innovate, test, and pivot in classrooms where student needs change unpredictably from year-to-year. From serving Multiple Intelligences to adapting curriculum for IEP's (Individualized Education Plans), today's teachers are a special breed of workers increasingly required by policy mandates to adapt during and between academic years to broaden the reach of students making larger academic gains.
While teaching has had a bad rap for drawing candidates from the lower end of the academic achievement spectrum, a recent study shows that teachers today are higher academic achievers than their predecessors. Not only are today's recruits higher achievers, but they are also Gen Y workers with high potential to work adeptly in spaces requiring entrepreneurial skills such as the ability to think critically and problem-solve, produce value by working in high-functioning teams, and expand professional networks to increase productivity and leverage the quality of output.
In other words, new teachers today may not only be more intelligent, but they are also more entrepreneurial than ever before.
A recent article published by the Harvard Business Review was critical of the lack of entrepreneurship education in classrooms claiming, "Although the mindset of young people is shifting toward a more entrepreneurial way of thinking, our education system is lagging behind." Urging for entrepreneurship education in the K-12 system, the article argues that entrepreneurs will be a critical need for the projected economy.
If today's Gen Y teachers naturally possess entrepreneurial skills, should they be required to teach entrepreneurship education to students? Is entrepreneurship really a critical missing item on the education policy reform agenda?
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