Summer greetings! If you are interested in my latest research, please visit me on LinkedIn and Research Gate.
Have you ever wondered why some teachers stay and others leave?
I heard this NPR show yesterday about teachers who left teaching and it appeared to be largely related to the fact that teaching is not viewed as a high status job. Teachers and their students notice this.
You can find the radio show at:
What might we do to change this? Does higher income equal higher status or is there another way? If you’re a teacher, why do you stay?
You might be interested in this dissertation:Sell, C. (2014). Teacher retention: A phenomenological investigation into the lived experience of three elementary teacher stayers. George Mason University, Virginia, Conferred, December, 2012.
Reflections of Self-Study Journeys 2012…We are each doing what we can because we so strongly believe in the work of teachers. That is my life-work. I strive to teach and inspire teachers to persevere despite the challenges we face. They inspire me. Learning is such a gift for us all! Click the “Reflections.SS.Journeys” below the picture to read about it.
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.”