As Riches Fade, So Does Finance’s Allure

CAROL’S SUMMARY:

Over the past 20 years, many bright minds were lured to careers in finance because of lucrative salaries, but when the bubble burst hundreds of thousands of employees had to search for other work and new graduates are looking elsewhere for careers. Today’s article from the Wall Street Journal describes a migration of workers drawn high money-making jobs to lower-paying ones that may more closely align with their personal values.  The health care and education fields are experienceing a surge of applications from laid-off finance professionals, and the recent downtown also appears to coincide with a rising interest in government and public service.  According to a Gallup poll conducted in April for the Partnership for Public Service, 40% of U.S. workers are open to considering federal careers, up from 24% in 2006.

This kind of adapatability is necessary in today’s global landscape;  where statistics from the BLS show that workers between the ages of 18 and 38 change jobs an average of 10 times.  Whether that number indicates a change in place of employment or career field, it is a big one.  If you’re rebounding from a lay off, here are tips that can help:

  1. Take the time to work through your frustrations and disappointment.  It is hard to move on to the next phase of your working life without making peace with this last stage.  Once you have accepted the reality of the situation, you can go full force into your career search.
  2. Ask yourself what you can learn from your most recent work experience.  Do you want to work in the same type of organization or are you ready for something different?  What did you like the most?  The least? 
  3. Take stock.  What is important in your life right now?  What work will best to promote the life that you are trying to create?  Are you willing to make less to have more time?  Are you willing to have less free time for a job which will require more of you?  What is your mission? Your goals?  Defining what matters most will help you to recognize the best opportunity and be clear on whether or not it is good match.  Organize your finances, redo your budget  and keep expenses to a minimum.
  4. Hire a business or career coach.   People need help in times of transition. If your last company did not provide a formal outplacement service, consider hiring an advisor to help you analyze your strengths, interests, and abilities.  This person can also be your personal champion as you pursue the frustrations and the upsides of this process.  If you are changing careers, it is useful take career inventories to give you a better sense of what is out there based on your interests, and coaching skills can teach you how to tap your internal motivation, as well as clarify life and career goals. 

 

5.         Know what you have to offer in terms of your skills and your abilities.  Determine the field and the job for which you have the most passion then research those companies and jobs so that you can narrow your focus.  When you interview, think about the unique things you can offer the position for which you are interviewing.  Be specific about how you can contribute to the company as a whole.

 

  1. Network with people who can help you.  Set up appointments and lunches for informational interviews in the field that interests you.  Meet with alumni from your college.  Get together with friends and family members who may know someone who can help.  Finding the right job is often a numbers game. The more people who know you and your abilities, the more likely you are to connect with the best job for you.
  2. Canvass on-line services. Services like monster.com or hotjobs.com are an effective way to generate instant activity with your resume. You can also learn about many jobs you may not have known existed.  Keep an open mind.
  3. Practice interviewing.  If you are out of practice in describing what you have accomplished the last few years and what you have to offer now, rehearse. Sometimes the most qualified people don’t adequately express themselves. Work through any fears or limitations you might have on presenting yourself  so that the confident, competent person whom you are emerges.     

      9.    Form a support network.  Plenty of people are unemployed right now.  Form a breakfast group with friends or other laid off co-workers to generate leads and share useful tips.  Keep the complaints to a minimum and focus on the actions that will move you forward.  Reserve some time to have fun and to be with the people who matter most to you. They will sustain you during the more challenging parts of the search.

 

     10.    Have faith in yourself.  You have gifts and talents to offer, both personally and professionally.  If you take this time to really align yourself with your values, mission and goals, you will find your true life’s work.  

LifeBound offers individual and corporate coaching.  Please contact our office toll free for more information 877.737.8510 or email contact@lifebound.com.

ARTICLE

Wall Street Journal

by Lisa Bannon

Like nearly 30% of Massachusetts Institute of Technology graduates in recent years, Ted Fernandez set his sights on finance. Though he majored in materials science and engineering, he was wowed by tales of excitement from friends who went to Wall Street.

But when he stopped by an investment bank’s booth at a job fair a year ago, it was eerily empty. The booth belonged to Lehman Brothers Holdings Inc., and the date was Sept. 18, three days after the 158-year-old bank filed for bankruptcy. Now Mr. Fernandez, 22 years old, is getting a master’s in engineering at M.I.T. and aiming for a career in solar-power technology.

To view the entire article visit

http://bit.ly/2ESt3p

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Experts Point to Five Emerging Majors

CAROL’S SUMMARY:
New occupations develop when employers need workers to do tasks that have never been done before. Based on employment forecasters and other educational and career experts, The Chronicle of Higher Education points to the following five new majors related to emerging career fields:
service science, health informatics, computational science, sustainability, and public health.

For students, these emerging careers offer a chance to be on the leading edge of their fields. For adults, a shift within their career field can be the path out of a slow-growth career and into work with a more promising future. According to Career Voyages, a website collaboration of the U.S. Department of Labor and U.S. Department of Education, these five areas of study fall into three growing industries:

1. Biotechnology: The areas of research and development, quality control and assurance, manufacturing and production, agriculture, and bioinformatics all offer in-demand occupations in biotechnology. In bioinformatics, one of the newest sectors, specialists organize and mine huge amounts of biomedical data, such as research related to the study of the human genome, clinical trials, or diseases.

2. Nanotechnology: This field includes research and development of practical commercial applications using particles of matter the size of atoms.

3. Geospatial technology: This emerging field encompasses photogrammetry, remote sensing, and geographic information systems (GIS). The most widely known application is the GPS (global positioning systems) that are familiar to many of us in our vehicles and cell phones.
Source: http://www.careerpath.com/career-advice/209482-emerging-career-fields

As cited in the article below: “Most of the interesting work today is done at the interstices of disciplines,” says Robert B. Reich, a former U.S. labor secretary and a professor of public policy at the University of California at Berkeley. While not all colleges and universities are offering these majors, most do offer courses in related subject areas. For example, in the field of service science, 250 colleges and universities in 50 countries offer courses, mostly for graduate students. Often these are specialties that build on more general experience within a career, like a move into a homeland security role for a police officer. On the other hand, some of these emerging careers creatively link together two or more fields of expertise, such as nursing and computer science. Here are questions to consider:

How might high school curricula need to change to better prepare students in these emerging career fields?

What steps can students take to analyze opportunities in these new areas and figure out which ones might be a good fit for their interests, gifts and talents?

To view the entire article visit
http://thechoice.blogs.nytimes.com/2009/09/01/experts-point-to-5-emerging-majors/

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Busting Higher Education’s Myths About Public Service

The article below outlines several myths surrounding public service and volunteerism that institutions of higher education often unwittingly reinforce.  President Barack Obama and his administration are seeking to debunk these myths by calling all Americans to serve their country.  The call is not misguided because often the best motivator for a lifespan of educational and career success is helping students connect their abilities and values to a cause they care about.   When students can envision how their academic and personal interests, as well as their abilities, can make a difference in the real world, they are more likely to persist with their educational and career goals.

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Empathy in the Virtual World

CAROL’S SUMMARY:

Within a philosophical context, the writer below explores the hazards of cyberspace on empathy, and the illustration that accompanies the text reveals the crux of Dr. Gorry’s essay:  Is digital technology taking the heart right out of us?  

Author of Born to Learn, Rita Smilkerstein, found in her research that all learning is linked to emotion, and among the digital generation we need to find ways to impart not only academic but social and emotional skills so that we engage both the mind and the heart of students.  This is the precise aim of LifeBound’s books, particularly our text, People Smarts for Teenagers:  Becoming Emotionally Intelligent, which has data-proven results to increase scholastic achievement while promoting qualities like empathy and motivation.

Dr. Gorry postulates that the virtual world has so permeated our conscious and unconscious selves that it might be making us numb to the “real suffering of others.”  The bombardment of so many problems worldwide can diffuse a sense of responsibility to actually do something about the plight of what we see and hear. 

The concept of friendship, for example, has enjoyed a renewed prominence via social networks that have emerged in the last few years, namely Facebook and MySpace.  This is born out of a universal human desire to connect to other people and is perhaps one of the noblest achievements of human culture.  It is in and through our friendships that we grow and develop as human beings.  We should be careful, therefore, never to trivialize the concept or the experience of genuine friendship. It would be sad if our desire to sustain and develop on-line friendships were to be at the cost of our availability to engage with our families, our neighbors and those we meet in the daily reality of our places of work, education and recreation.  Almost any parent of a teenager can give an account of the difficulty students have tuning out their iPods and cell phones and tuning in to their parents or siblings.  If the desire for virtual connectedness becomes obsessive, it may function to isolate individuals from real social interaction while also disrupting the patterns of rest and reflection that are necessary for healthy human development. Even more troubling, social sites have become a breeding ground for cyberbullying and have made it easier for pedophiles to access vulnerable adolescents. 

The digital world demands our attention in part by speeding up the pace of life, and the addictive nature of media multitasking takes away time and energy from something of far more value:  human interaction.  It’s the trap of emergency living, paying attention to the immediate rather than thinking more deeply about things like goals and the quality of our relationships and acting on those impulses to do something bigger than busyness.

Researchers at Stanford University released a report this summer regarding multitaskers of media activities like watching YouTube, writing e-mail and talking on the phone.  What they found is that they are not very good at any of their tasks.  After testing about 100 Stanford students, the scientists concluded that chronic media multitaskers have difficulty focusing and are not able to ignore irrelevant information.

At their best, teaching and learning aren’t purely academic pursuits; they are methods that promote a better planet.  New technologies have tremendous power for good in the world and can be put at the service of humanity to promote tolerance and understanding among communities, especially for those who are exploited.  Here then are serious questions to ponder:

How can we harness the power of technology to foster human interaction rather than compete with it?

What potential of the new technologies can be used to promote human understanding and solidarity, especially for those who are most disadvantaged and vulnerable in our world?

What can educators do to transfer technology in such a way that it fosters empathy rather than detracts from it?

ARTICLE

We live increasingly “on the screen,” deeply engaged with the patterns of light and energy upon which so much of modern life depends. At work we turn our backs to our coworkers, immersing ourselves in the flood of information engendered by countless computers. At the end of the workday, computers tag along with us in cellphones and music players. Still others, embedded in video displays, wait at home. They are all parts of an enormous electronic web woven on wires or only air.

To view the entire article visit

http://bit.ly/J6UrU

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Atop the Latest ‘U.S. News’ Survey, a Higher Response Rate and the Usual Winners

This week U.S. News & World Report released their annual rankings of “America’s Best Colleges,” amid one of the most tumultuous admission cycles in history. Approximately 3 million students are entering colleges and universities this Fall. However, given the current economy environment and the scarcity of financial aid, many students have been forced to downsize their college dreams, opting for a state school instead of “big name” institutions.

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Students Paying for Unpaid Internships: Carol’s Take

Searching for a job.  Handing out resumes.  Setting up informational interviews.  Writing thank you notes.  We’ve all been there – the challenging (and occasionally exhilarating!) world of the job search.  Given all of the frustration and hard work involved in searching for a job, would you pay to have someone else take care of it for you?  For your kids?

Today’s article discusses the growing number of students paying thousands of dollars for unpaid summer internships at prestigious companies.  While companies like the “University of Dreams” laud their efforts to “facilitate” students’ internship searches and match them with the right companies, I believe they are doing students a huge disservice.

Now, if you’re like most parents, you’re probably saying, “My job is to protect my kid and provide them with the best life possible.  If I can prevent them from going through the misery of a job search and secure them a great career opportunity at the same time, why not?”

Here’s why:

While we all complain about searching for a job from time to time, the process of doing so teaches important skills:  Persistence.  Resume writing.  The ability to deal with rejection.  Accountability.  Networking skills.  Resourcefulness.  Maintaining a positive attitude.  Interview skills.  ALL of these skills are important and can benefit students in their future career, and ALL of these skills are rendered unnecessary by expensive internship placement services.

What is more, internship placement services foster a dangerous sense of entitlement in students.  When parents pay for these services, students are simply “handed” a job at a prestigious firm without having to do any work – a job based not on their merits, but on the fact that their family can afford this costly service.

My advice?  As your students move ever closer to entering the job world, don’t “buy” an internship to ease their transition -  let them dive into the job search on their own two feet.  Of course, you can prepare them in a very different way: let them know you’re behind them all the way, and make sure they have the emotional intelligence, persistence and humility to succeed.

Unpaid Work, but They Pay for Privilege

Chang W. Lee/The New York Times

Students attending a panel discussion at New York University about internships and the companies that assist in obtaining them.

With paying jobs so hard to get in this weak market, a lot of college graduates would gladly settle for a nonpaying internship. But even then, they are competing with laid-off employees with far more experience.

So growing numbers of new graduates — or, more often, their parents — are paying thousands of dollars to services that help them land internships.

Call these unpaid internships that you pay for.

“It’s kind of crazy,” said David Gaston, director of the University of Kansas career center. “The demand for internships in the past 5, 10 years has opened up this huge market. At this point, all we can do is teach students to understand that they’re paying and to ask the right questions.”

Not that the parents are complaining. Andrew Topel’s parents paid $8,000 this year to a service that helped their son, a junior at the University of Tampa, get a summer job as an assistant at Ford Models, a top agency in New York.

“It would’ve been awfully difficult” to get a job like that, said Andrew’s father, Avrim Topel, “without having a friend or knowing somebody with a personal contact.” Andrew completed the eight-week internship in July and was invited to return for another summer or to interview for a job after graduation.

Andrew’s parents used a company called the University of Dreams, the largest and most visible player in an industry that has boomed in recent years as internship experience has become a near-necessity on any competitive entry-level résumé.

The company says it saw a spike in interest this year due to the downturn, as the number of applicants surged above 9,000, 30 percent higher than in 2008. And unlike prior years, the company says, a significant number of its clients were recent graduates, rather than the usual college juniors.

The program advertises a guaranteed internship placement, eight weeks of summer housing, five meals a week, seminars and tours around New York City for $7,999. It has a full-time staff of 45, and says it placed 1,600 student interns in 13 cities around the world this year, charging up to $9,450 for a program in London and as little as $5,499 in Costa Rica.

The money goes to the University of Dreams and the other middlemen like it. Officials at the company say they are able to wrangle hard-to-get internships for their clients because they have developed extensive working relationships with a variety of employers. They also have an aggressive staff who know who to call where. Their network of contacts, they say, is often as crucial as hard work in professional advancement.

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Community Colleges and Public Housing in the U.S.

Today’s article from Forbes.com is a piece by Jill Biden on the important role that community colleges play in the US education system.  Ms. Biden contends that community colleges are one of America’s “best-kept secrets” and that they provide key services for new students, career switchers and English Language Learners.

Ms. Biden’s article also ties in to the current administration’s ambitious goals for national graduation rates and educational standards.  If we, as a country, hope to achieve such high aims, we must not forget one critical population: the 3,000,000 people living in federal and locally-sponsored public housing.

Why, exactly, is this population so important? According to a report by the Department of Housing and Urban Development (HUD), 52% of tenants in public housing have not graduated high school, including 16.1% who have less than a 9th grade education.  These individuals who are struggling to work their way out of poverty are the perfect candidates for a community college education.  However, with such a large proportion of these tenants lacking a high school diploma, a comprehensive learning skills curriculum is critical to ensure that these students do not slip through the cracks. 

Over the years, we here at LifeBound have taught an array of courses through the local housing authority, from English as a Second Language to job skills to resume building.  We have discovered firsthand the immense need for training in such areas as study skills, problem solving and basic writing techniques are essential for these students.  Currently our nation’s public schools are evolving beyond teaching a standard test-focused curriculum towards teaching 21st century skills.  The education provided through affordable housing in the United States should strive towards these same innovative standards to better prepare individuals for community college, a new career and sustained success in their lives.

 

Consider Community College

Jill Biden, 08.05.09, 06:00 PM EDT

It’s no longer America’s best-kept secret.

pic

Every year around this time, I am struck by the growing number of college rankings available to prospective college students. While these reports can be helpful, many of them fail to include an option that nearly half of all U.S. undergraduate students choose to pursue–and one I know to be the single best path to opportunity for millions of Americans: community college.

I have been an educator for 28 years, and I have taught in the community college system for more than 16 of them. I don’t have to look any further than my classroom to see the power of community colleges to change lives. For years I have welcomed students to my classroom from many different educational, economic and cultural backgrounds, and seen how the community college system puts them on the same path of opportunity.

I have seen how community colleges fill important gaps: granting two-year degrees, teaching English to immigrants, providing vocational skills training and certification and teaching basic academic skills to those who may not yet be ready to pursue a four-year degree.

It’s also hard to ignore the financial advantages. In today’s challenging economy, community colleges are an increasingly affordable way for students from middle-class families to complete the first two years of a baccalaureate degree before moving on to a four-year university.

From a policy perspective, community colleges make sense; from an economic perspective, they make sense. But I am a teacher, and my experience with community colleges is personal. People sometimes ask me why I choose to teach at one and why I have continued to teach since moving to Washington, D.C. I’m always surprised by the question because there was never a doubt in my mind that I would stay in the classroom. The reason is simple: The students are inspiring.

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Making a Community College Work for You

Today’s featured article from the Chronicle of Higher Education addresses the challenges one community college faces as it scrambles to make room for a record number of incoming students.  As more and more community colleges face this issue, students attending these institutions will need to deal with a new array of challenges:

  • Increased class sizes and larger student bodies: A common complaint of students at large colleges is that they feel “lost in the crowd”.  In order to avoid this, it is up to students to take the initiative to create a smaller network of support in a large institution.  How? Simply put, by engaging the resources at their disposal: meeting regularly with an advisors, joining co-curricular and extra-curricular activities, taking the time to get to know classmates and making the effort to talk to instructors outside of class.
  • Strained school resources: As the article notes, many admissions advisors and counselors are dealing with full schedules and dwindling resources.  Therefore, students need to maximize the time that they are able to spend with these important mentors.  Preparation is key: students should come up with a list of questions, bring their resume to all meetings and have a solid plan of action each time they meet with an advisor.
  • A competitive job market: Even though community colleges provide important education and job training opportunities, finding work after school is not guaranteed – especially in this economy.  Students need to take every opportunity to expand their skills, including internships, networking with professionals in their desired field and staying up to date on the latest sector news and developments.  As exemplified by the truck driver and the former GM employee mentioned in the article, students need to think of their community college experience as an investment.  While this investment may not pay off immediately after school, it will undoubtedly increase skill level, earning potential and hireability in the long term.

How a Community College Makes Room

Scrambling to create classrooms as enrollments soar

How a Community College Makes Room 1

For a long time, nobody knew where the water in the library’s basement was coming from, but it was not a pressing concern. After all, most people on the Essex campus of the Community College of Baltimore County had no reason to venture into the building’s windowless depths.

That will soon change, however. Administrators expect enrollment in for-credit courses to surge by as much as 20 percent over last fall, and so they have decided that the big, empty space could help ease a serious problem: The college has run out of classrooms.

This summer, workers located the source of the water (a leaking valve). Soon they will build walls, rework the ducts, and convert part of the basement into two classrooms, each with about 24 computers.

“When need dictates, you get creative,” says Sandra L. Kurtinitis, the college’s president.

In Baltimore, as in many places throughout the nation, demand is growing faster than two-year institutions could ever hope—or afford—to build. This fall’s projected enrollment growth in the college’s for-credit programs follows a 10-percent increase it saw during the last academic year. In total, the college plans to enroll nearly 24,000 students in those programs this fall. An additional 37,000 are expected in its continuing-education courses over the coming academic year, a 9-percent increase over last year.

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Cisco’s John Chambers: Learning from Adversity

Today’s article from the New York Times features an interview with Cisco CEO John Chambers. I’d like to take a moment to review and analyze what Chambers believes to be the “secrets” of successful employees:

  • A Generous Spirit: Chambers mentions both listening skills and mentoring as key elements that he looks for in potential employees.  Too often, recent college graduates are taught to be self-focused and center in on their own desires and personal career advancement at the expense of their coworkers or employers.  As Chambers suggests, truly successful employees take the time to listen to the ideas, concerns and desires of their peers, thus fostering substantive and lasting relationships that will continue to serve them throughout their career.  Additionally,  wise employees should avoid focusing solely on the classic “What can I gain from this job/assignment/situation?”.  A self-centered attitude will quickly become apparent to supervisors and peers, making these people less likely to advocate for you and your personal advancement.
  • Learning from Failure: In these uncertain times, many employees are less willing to take risks and fear of failure is at a peak.  However, Chambers’ words send a clear message: be willing to take intelligent, calculated risks.  Additionally, successfully employees must develop an indomitable spirit so that they are able to deal with and learn from failure, rather than to be defined by it.
  • A Focus on Customer Service and Engagement:  Just as successful employees have learned to care about individuals other than themselves, successful corporations cannot simply be focused on their bottom line.  Companies that care about their customers begin by hiring customer-focused, service-oriented employees who are empathetic, creative and passionate about developing new ways to improve the customer experience.

In a Near-Death Event, a Corporate Rite of Passage

This interview with chairman and chief executive of Cisco Systems, was conducted and condensed by Adam Bryant.

Photo: Peter DaSilva for The New York Times

Corner Office

Q. What are the most important leadership lessons you’ve learned?

A. People think of us as a product of our successes. I’d actually argue that we’re a product of the challenges we faced in life. And how we handled those challenges probably had more to do with what we accomplish in life.

I had an issue with dyslexia before they understood what dyslexia was. One of my teachers, Mrs. Anderson, worked with me and she taught me to look at it almost like a curveball. The ball breaks the same way every time. Once you get used to it, you can handle it pretty well.

And so I went from almost being embarrassed reading in front of a class — you lose your place, and I read right to left — to the point where I knew I could overcome challenges. I think it also taught me sensitivity toward others.

I learned another lesson from Jack Welch. It was in 1998, and at that time we were one of the most valuable companies in the world. We were the stock of the ’90s, and I said, “Jack, what does it take to have a great company?” And he said, “It takes major setbacks and overcoming those.” I hesitated for a minute, and I said, “Well, we did that in ’93, and then we did it again in ’97 with the Asian financial crisis.” And he said, “No, John. I mean a near-death experience.” And I didn’t understand exactly what he meant at that time.

Then in 2001, we had a near-death experience. We went from the most valuable company in the world to a company where they questioned whether the leadership was really effective. And in 2003, he called me up and said, “John, you now have a great company.” I said, “Jack, it doesn’t feel like it.” But he was right. It was something I would have given anything to have avoided, but it did make us a much better company, a much stronger company.

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Teaching: The New Job of Choice for Career Switchers?

Today’s Washington Post article describes how many employees who have chosen or been forced to find new jobs are seeking employment as teachers.   While some contend that these new teachers will be in over their head, they bring valuable job experience and subject matter expertise to the classroom.  In fact, these newly-minted educators can have a profound impact on education – especially if they focus on the following:

  •  Preparing students for the world of work:  Educators that were recently employed by corporate America have a valuable perpective on what employers look for in new hires.  These insights are valuable to students at every level of education, no matter what their career dreams are.  The earlier we start preparing our students with solid networking skills, an entrepreneurial spirit and an understanding of how to succeed in the world of work, the better.
  • Bringing professional development to the classroom: Many companies promote valuable leadership frameworks, 360 degree feedback reviews and strengths-based assessments for their employees.  Imagine the impact of teaching students to evaluate their actions based on the framework provided by Kouzes and Posner in The Leadership Challenge, or asking them to analyze a company based on the Good to Great model.  Students would certainly benefit a great deal by receiving regular feedback from their teachers and classmates on their attitude, their commitment to excellence and their leadership behavior.
  • A sense of humility: Following the economic shake-up of the past year, many individuals impacted by layoffs, bankruptcies and other setbacks can communicate a valuable message to students.  These new teachers can help students avoid a sense of entitlement, learn how to make themselves irreplaceable in their internships and extracurricular activities and encourage them to evaluate how to make their future employers stronger and more recession-proof.

Business Is Brisk for Teacher Training Alternatives

By Michael Alison Chandler

Washington Post Staff Writer
Friday, July 31, 2009

The high unemployment rate has provided an unexpected boon for the nation’s public schools: legions of career-switchers eager to become teachers.

Across the country, interest in teacher preparation programs geared toward job-changers is rising sharply. Applications to a national retraining program based in 20 cities rose 30 percent this year. Enrollment in a career-switcher program for teachers at Virginia’s community colleges increased by 20 percent. And a Prince George’s County resident teacher program increased enrollment by 40 percent.

In many places, there are more converts to teaching than there are jobs, except in hard-to-fill posts in science, math and special education classes. But the wave of applicants might ease teacher shortages expected to develop as 1.7 million baby boomers retire from the public schools during the next decade.

The newcomers come with a host of unknowns, including how much training they will need before they can handle a classroom full of rowdy or reluctant students and whether they are likely to stay in a profession that is struggling with low retention rates.

About one-third of new teachers graduate from 600 so-called alternative certification programs developed to bring people with no education background into classrooms. The programs vary widely, including two-year graduate degrees and online courses. President Obama (D) is proposing to devote more than $100 million in his 2010 budget to programs that recruit and train skilled mid-career professionals, particularly in poor schools and math and science classes.

Some alternative programs have proven to be “excellent recruitment engines,” said Sharon Robinson, president of the American Association of Colleges for Teacher Education. But training must continue to be retooled, she said, so new teachers are not put “in the deep end of the pool” right away. “It’s not fair to them and certainly not fair to the students they encounter,” she said.

Career-changers are considered desirable because they bring maturity and outside experiences into classrooms. They also help solve a perennial problem in public education, particularly in math and science: Too few teachers have a solid grasp of the subject they teach.

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