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• W285879430 abstract "THE AUTHORS OF A Nation at Risk recognized a fundamental truth of education: that reforms, if they are to be successful, must reach into education's inner sanctum, the classroom. As a result, changing the ways in which teachers are recruited, trained, and paid was one of the National Commission on Excellence in Education's chief priorities. If the commission's recommendations in this area had one animating theme, it was the need to attract a more talented pool of individuals to teaching. It was believed that the field's low salaries and prestige were repelling high-caliber college graduates (see Figure 1). Moreover, the training programs run by education schools were heavy on pedagogy and light on content, creating a situation in which half the newly employed teachers of core subjects were nor qualified to teach them, in the commission's view. The worst shortages were in mathematics and science, where even mediocre graduates could find jobs that paid reasonably well outside education (see Figure 2). To solve these problems, the commission recommended that potential teachers be required to demonstrate both competence in an academic discipline and an aptitude for teaching. Incentives were needed to attract outstanding students to teaching, and the commission argued that new, unconventional paths to the profession should be opened. The commission recommended increasing salaries to the levels necessary to recruit stronger candidates, adding that salaries should be and sensitive to market conditions (additional pay for math and science teachers, for instance). Performance-based pay would be tied to an effective evaluation system that includes peer review so that superior teachers can be rewarded, average ones encouraged, and poor ones either improved or terminated. Teaching would gain some of the accoutrements of a profession, such as ladders that enable teachers to gain in status and pay without leaving the classroom; master teachers would design training programs and supervise no vices. The object was to create a corps of knowledgeable, skilled teachers who would be evaluated, paid, and promoted based on their performance. In other words, the commission wanted to treat teaching like a true profession. A Rival Is Born Though the commission's view of teachers and teaching has gained in popularity in recent years--witness Secretary of Education Rod Paige's recent call to dismantle the current system of training and certification--few of its recommendations have been widely embraced. We've really just toyed with some of them. For example, prodded by Governor Lamar Alexander, Tennessee established a teacher career ladder, but once Alexander left the statehouse Tennessee's teacher unions gnawed at the ladder until it collapsed. The performance-based pay experiments in places like Denver, Cincinnati, Minneapolis, and Douglas County, Colorado, turn out to be linked primarily to supervisor or peer judgments, not to a teacher's track record in improving student learning. Most states have developed alternative routes to certification, meant to ease the entry of nontraditional candidates and switchers into public school classrooms, But many of these programs have slid back into the clutches of the education schools, with the result that candidates end up having to take and do essentially all the same things as traditional candidates in order to become certified. Why hasn't more serious reform occurred in this area? One explanation is surely the intense resistance to many of these changes from powerful groups and institutions within the teaching professions firmament. Doing what the commission urged with respect to teachers would have meant altering deeply entrenched practices and challenging the sturdiest bastions of the education establishment: teacher unions, colleges of education, and state education bureaucracies. The forces arrayed on behalf of such changes were not half as strong as those massed to repel reform. …" @default.
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• W285879430 date "2003-03-22" @default.
• W285879430 modified "2023-09-24" @default.
• W285879430 title "High Hurdles: In the Realm of Teaching, A Nation at Risk's Recommendations Lost out to a Regulation-Driven Quest for Teacher Professionalism. Now the Pendulum Is Beginning to Swing toward Market-Based Solutions. (Feature)" @default.
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