Why do people choose to teach? The truth is, none of us really went into teaching because of the big bucks. So why? I agree with Daniel Pink that teachers should be paid more but merit pay doesn’t work because we are motivated by things that merit pay doesn’t accomplish.
“Rewards are very effective for some things — simple things, mechanical things,” he explains. “But for complicated jobs that require judgment and creativity, the evidence shows that it just doesn’t work very well.” Teaching, of course, is one of those jobs.”
“Pink said research shows that people who hold jobs that require creativity and sophisticated problem-solving perform best when they have autonomy, an opportunity to master something and a sense of purpose…
“It’s not that money doesn’t matter,” Pink said. “It’s that the best use of money is to get people to stop thinking about money.”…
Superintendent Starr, Montgomery County said, “If politicians want to improve academic performance, they should “reduce teenage pregnancy, give excellent prenatal health care and provide universal preschool — and test scores will go up.”
See Washington Post, February 16, 2012, Lyndsey Layton
A site worth checking out by a very creative entrepreneur.
You will find Mona’s work inspiring as you launch your own self-study innovations for the new year!
Learn how professionals – outside of the teaching profession – are finding self-study useful in very practical ways.
Business has much to teach teachers and I hope vice versa. Searching for the magic bullet to give “people a reason to come to work” one district has joined the 300 school systems and charter schools to “undergo” Disney training in the past two years. Business can help schools become more focused and efficient, particularly as budgets are shrinking” – Agreed. Nonetheless, the scene described in the article “A page out of Disney’s book” where “three dozen recently hired teachers and bus drivers were introduced to their new employer’s vision statement in evangelical call-and-response fashion” reminds me of my aunt’s district manager Tupperware parties. I love Tupperware and I love what I do as a teacher.
“Give me a “T” ! ~ for Tupperware, no actually for Teacher. How sad. Let’s take back our profession and pay back the favor to business companies by helping teach them how to teach and reach their clients. We can learn from and with each other while still remembering our own reasons for why we chose our profession and why we come to work.
“I learned it in the classroom”: Call for a Residency for Teachers
Something that any teacher will tell you, is what he or she learned most about teaching, was learned in the classroom. And so why do we limit teachers’ student teaching or internships to less than a semester of actual classroom experience? Money mostly ~ and because we don’t invest enough in our teachers.
If we are willing to invest in students’ learning, then we need to invest in teachers’ learning situated in their practice.
Bravo for D.C. in being bold enough to try that in a charter school that is a spinoff of the nonprofit Center for Inspired Teaching. I know the program well from my earlier work in Washington, D.C. I was glad to read in today’s Washington Post front section that Aleta Margolis, Director of the Center for Inspired Teaching, “wants to nurture teachers” in this demonstration school; “an education equivalent to a teaching hospital, with first-year residents leading classes alongside seasoned “master teachers.” After a year, the residents will leave to teach at regular or charter schools”.
I’ll be following this reform effort.
There’s a “relay” going on to prepare teachers like “champions.” A race to assure the teaching profession is practical, technical, and where teachers “can study Vygotsky later,” said Tayo Adeeko, a 24-year-old third-grade teacher at Empower Charter School in Crown Heights. She was referring to another education school staple — Lev Vygotsky, a Soviet theorist of cognitive development who died in 1934. “Right now,” she added, “my kids need to learn how to read.”
See Ed’s School Pedagogical Puzzle (New York Times, Sharon Otterman, July 21, 2011)
As a professor who has designed, studied, and enacted pedagogical applications of Vygotskian theory, I could easily argue that to teach reading effectively, you need to integrate theory with the practical “how to” which has been widely supported by literacy experts and practicing teachers.
But there’s something scarier than leaving a theoretical knowledge base out of teaching reading going on. What’s scary is that no one is scared about preparing teachers like skilled labor:
“Teacher U was founded by leaders from three prominent charter school chains — Achievement First, Uncommon Schools and KIPP — in part to provide a setting where their own teachers could receive master’s-level training that was tightly focused “on stuff that will help you be a better teacher on Monday,” said Brent Maddin, the program’s senior manager of teaching and learning, and Relay’s future provost. “
“To make a crude analogy, if I am learning to become a blacksmith, I also don’t learn how to be a pipefitter,” Mr. Maddin said of Teacher U’s focus on pedagogical technique. “I also don’t read a ton of books about how to shoe a horse. What I do is I show up and shoe horses.”
We need innovation in teacher education preparation and with teachers and teacher educators studying how they can improve their teaching. That’s my scholarship and practice. I am a pragmatist and a researcher. I believe in creative ideas that challenge the status quo. But when prospective teachers are taught that there is “right” way and that is the way, (e.g., using a technique in which teachers learn to hold out until their students give them answers that are 100 percent accurate) that diminishes the role of teacher to a technocrat and not a professional who can adapt pedagogy based on a differentiation of students’ learning.
Teaching and teaching teachers is not like constructing a perfect puzzle or shoeing horses. High quality teaching entails a level of understanding dilemmas in practice and making contextualized decision-making like any other professional, and yes, even applying theoretical understandings into practice to improve students’ learning. It’s certainly not a relay.
Reviewing education reform for the year highlights that teachers need to be included in the conversation about reform.
See Valerie Strauss, Washington Post Blogger
The Answer Sheet: Reviewing education reform in the 2010-11 school year
By Valerie Strauss, Published: June 12, 2011, Washington Post
“Deborah A. Gist, Rhode Island’s education chief and a former top D.C. education official, said Obama’s agenda spurred important innovations. But she said she worried about what teachers make of it all.
“The most detrimental occurrence of this past year has been the blow to teacher morale nationally and in our state,” Gist said. “We must address this issue and bring teachers into the center of this work.”
You might want to take a look at the article posted in the Washington post on
June 5, 2011
Md. teacher evaluation redesign bogs down
“Bogged down by political infighting, large gaps in technical know-how and regulatory hurdles, Maryland recently applied for a year’s extension to fully execute the evaluation system it has yet to develop.”
The part that is very exciting is the possibility that districts might be able to create some of their own assessments. One professional tool they could consider is teachers’ self-study of their practice as a self-assessment with peer review. One can only hope that someone goes and asks the teacher.
“In addition to standardized tests, districts will be able to choose from a list of state-approved options — including, potentially, portfolio-style tests and classroom observations. They also can develop some measures on their own.”
Each of us have been influenced both positively and negatively by a teacher in our lives. I’m always amazed when I ask practicing teachers to share their education-related life histories of learning at the similar themes that emerge from a content analysis of their narratives.
- Taught me to be curious about science through hands-on experiences.
- Taught me that I was worthwhile and worthy of attention.
- Taught me to self-regulate my learning.
- Taught me to love the great works of literature.
And yes, there are many negative experiences too:
- Taught me to fear math.
- Taught me to doubt my abilities.
- Taught me I wasn’t as good enough.
- Taught me I could cheat to get by because I didn’t understand.
TEACHERS ARE IMPORTANT PEOPLE IN EACH OF OUR LIVES.
Their actions matter in our lives more than we realize when we are young.
Thus investing in ‘quality’ teaching is worth every one’s effort.
What would happen if everyone suddenly announced to teachers that we know they matter and want to support their efforts to improve their practice?
The education-related assignment I use can be found in my textbook, Self-study teacher research, pp. 95-98.
We know that not all teachers are alike and neither are their classrooms and students. Mary Kennedy (2010) writes in her article “Attribution error and the quest for teacher quality, in Educational Researcher, 39(8), pp. 591-598, about how the situation of classrooms can affect “teacher quality.”
In discussing the “parameters of teachers’ work, Dr. Kennedy notes that there is significant variability in teachers’ available planning time complicated by “time-consuming noninstructional activities”, materials available, work assignments, and value-added measures of student achievement.
The case is made that teacher practices do make a difference in student learning but also need to account for situation characteristics and not just teacher characteristics.
What I find particularly interesting is her comment that “teachers can suffer from reform fatigure…Most reforms distract teachers from the core of their work, forcing them to stop thinking about science or history and to think instead about scheduling, grouping, or recordkeeping.”
What gets in your way of teaching most?
How many different subjects do you teach?
How many extracurricular responsibilities do you have?
How much planning time do you have per day?
Have you ever experienced “reform fatigue?”
Do you agree that teacher quality depends on your teaching situation?
If you are interested in this topic, you might also be interested in my blog page under TEACHER DUTIES.