Taplin 2008 cited that it is the responsibility of

Taplin (2008) cited that it is the responsibility of schools
to impart values education in teaching. There is growing pressure
for all teachers to become teachers of values, through modeling,
discussing and critiquing values-related issues. Increasing
numbers of individuals need to be able to think for themselves in
a constantly changing environment, particularly as technology is
making larger quantities of information easier to access and to
manipulate. They also need to be able to adapt to unfamiliar or
unpredictable situations more easily than people needed to in the
past. Teaching encompasses skills and functions which are a part
of everyday life.
Zevenbergen and Zevenbergen (2009) were critical of emphases
in curricular content that is irrelevant in workplaces; they also
argued that such consideration of work demands has implications

for the ways that lesson content is taught. They proposed that a
greater emphasis on estimation, problem solving and reasoning,
and a lesser emphasis on the development of procedural skills
would assist in an increase in the relevance of learning to the
workplace.
Fink (2010) added the issue of career stage progression
implicit in statements of professional teaching standards.
Teachers do have different needs at different stages of their
careers. The needs of new teachers are substantively different
from those of mid-career teachers and from those in leadership
roles. All contend nonetheless with cycles of aspiration,
preparation, induction, development, stagnation and renewal. Some
would also add that there are generational issues with which to
attend in the preferred learning styles and career aspirations
that separate the Baby Boomers from Generation X and Generation
Y.
The concept of school readiness, according to Rafoth,
Buchenauer, Crissman and Halko (2012), typically refers to the
child’s attainment of a certain set of emotional, behavioral, and
cognitive skills needed to learn, work, and function successfully
in school. Unfortunately, this common philosophy of “ready for
school” places an undue burden on children by expecting them to
meet the expectations of school. A more constructive way to

consider school readiness is to remove the expectations from the
child and place those expectations onto the schools and the
families. Young children have wide ranging needs and require
support in preparing them for the high standards of learning they
will face in elementary school.
High (2012) cited that school readiness includes the
readiness of the individual child, the school’s readiness for
children, and the ability of the family and community to support
optimal early child development. It is the responsibility of
schools to be ready for all children at all levels of readiness.