9/8/2000

Teacher Competence

We've all had fabulous teachers in our school careers. We've also encountered teachers who have bored us and those who have been misinformed. In the spirit of improving teacher preparation and competence for the sake of better education for children, readers offer the following viewpoints in response to the article, "What Makes a Teacher Qualified?".

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More Preparation Needed

We need to look at teacher preparation programs. In my area, science, students are often short changed in grades K through 8 by teachers who do not have the content knowledge to teach the subject matter. It is natural to teach what you know well. Often teachers shy away from math and science, because they have had the least experience and training with them.

Therefore, we need to require teachers to take more courses in math and science (at all levels). It would be valuable to have these teachers learn how to teach the material using application based techniques. The integration of industry scenarios is hot in technology, science and engineering higher education courses. All students learn better when they use different learning methodologies (Gardner's multiple intelligences) and apply what they learn to "real world experiences".

Just taking courses doesn't create a teacher either. There is so much more to teaching--give me a teacher who is enthusiastic; who loves to learn and who respects other human beings--and I bet you'll have a great teacher in the classroom.

As an educator for over 20 years, I still get excited when I teach certain areas of chemistry; I receive intrinsic rewards that make the profession worthwhile. That is what drives many of us who teach.

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No Easy Answers

In most areas of the workforce, some of us are our own worst enemies. I have been in education for 23 years, and have been actively involved with our local association, as well as the CEA for about that same length of time. I have never seen the CEA or our local act in a way that is detrimental to the success of the students.

New standards set forth in College Preparatory programs have toughened the path to teaching. The alternate route has also provided schools with strong candidates. But teaching is still looked upon in some quarters as a part time job.

We have a retirement policy that mandates a 35 year career in order to retire with full benefits. That forces many who should retire to stay in the classroom beyond their prime because they can't afford the penalties inherent in retiring earlier. This past legislative session had the opportunity to shorten the requirement. It passed the Senate, but the House refused to debate it, stating "bad public policy" as their excuse. Which is worse, to have a reasonable retirement law, or ineffective teachers just waiting it out??

If there is to be "meaningful" school reform, then it needs to be looked at from square one. Look at every single aspect and force change. The CEA, NEA and locals will work for that. Yes, there are ineffective teachers in schools today, but there are ineffective airline mechanics, computer analysts, and the list goes on. There is no easy answer.

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Mandatory Testing, No Tenure

I know there is a big problem with incompetent teachers in many schools, including the religious schools. First of all, testing of all teachers should be mandatory on a yearly basis (perhaps given during the early summer). Much more authority should be given to the principal of each school and Superintendent to conduct this program.

Second, there should never be tenure for any teacher or professor. I believe that all teachers must earn a public trust that is always ongoing.

Third, I think that more teachers should be brought in out from industry or the areas of specialization that they are very fine at. These people will teach students practical applications as well as thinking in three dimensions due to real world experience.

Finally, we must all go back to the basics of teaching all students how to read, write and do math well before anything else is done. I know from experience that challenging students to very high standards always generates the best results.

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Student Supports Teachers

I am writing to you as a student. I have been in the West Haven school system since kindergarten. I have found many wonderful teachers along the way! Now, as I am just about to enter my final year at West Haven High I am saddened. Everyone tells me that this will be the best year of my school career; but I cannot agree. When I leave, I will be leaving behind beloved teachers who taught me everything that I know today!

My teachers have always looked out for us kids, even the trouble makers! We have learned so many things at West Haven High. The teachers may push us to the limit, yet they will always listen when any one of us is having a bad day. Even on the days I wanted to give up, my teachers wouldn't let me!

Yes, there are some bad teachers who make the name and meaning of the word "teacher" look bad. But, there are so many more teachers who love what they do and care about their students. I hope you will see that there are both good and bad teachers out in the real world. My definition of a "teacher" is a person who really listens to their students and takes the time to teach their lessons well, even if they have to keep going over the same material for weeks on end. They help even the slower kids learn to do their lessons right!

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Qualified, Not Certified?

I am a retired executive who is trying to get Connecticut certification in middle school math. Currently I am enjoying my second year of full time substitute teaching.

The state will not recognize any of my advanced quantitative course work from my BS in Industrial Engineering and my MBA. The state has specified I take the following courses; multivariable calculus, complex variables, abstract algebra, topology, numerical theory and complex & real analysis. How are these courses applicable to teaching grades 6,7 and 8?

A large part of my job with middle school students is to instill interest and excitement in math. Student enthusiasm is earned by generating mathematical examples from everyday observations the students experience outside the school walls.

Please tell me how to renew my enthusiasm now that I have to take another 21 hours of "pure" math study after graduating 16 years ago.

Oh yes, the state does not recognize substitute teaching as qualifying work experience. I passed the PRAXIS math exam in my first attempt last April.

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Set Good Examples

Being a competent teacher also means BEHAVING in ways which, at the very least, means setting good enough examples for the youth with whom they come in contact. This would mean acting in appropriate ways, no matter what they circumstances.

Too often teachers demean students and treat them in disrespectful ways. There is little recourse for the students and little disciplinary action for such teachers. Additionally, teacher's rooms are notorious for student and parent bashing, a practice that fosters disrespect toward others.

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Afraid of Competition?

Too many people go into education, not for the love of teaching, but because they are afraid of the competition in the real world. Our classrooms have been used as a political tool for too long. It is our children who are suffering for the "feel good" agendas of the past. Please remind people of the positive effects that Florida is having with its voucher programs. It appears that a little competition is a good thing in education.

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Proud to Teach in CT

I am proud to teach in Connecticut. We work under some of the most stringent teacher-certification programs in the nation. We routinely rank among the best performing states in the union on standardized tests. When I leave my school each day, I hold my head high for the work that I have done. Teaching is the noblest profession.

So it saddens me to hear of your reader's sour experience with public educators, for it has not been my own. My colleagues and I strive for excellence, and our support staff and administration ensure that we achieve it. Contrary to her statement, I do not believe that "examples abound" to illustrate educational incompetence.

In order to avert poorly qualified individuals from the profession, Connecticut has installed a number of Praxis professional tests to assess academic abilities related to discipline and pedagogy. These tests constitute a major hurdle to be cleared before an individual can be certified to teach. Furthermore, the Department of Education requires beginning teachers to attend a series of support seminars, as well as to submit an intensive portfolio to document their teaching. We require teachers to continue their education at least to the masters level, and we must renew our license periodically by documenting our Continuing Educational Units (CEU's

The essay was correct in concluding that salaries for teachers must be commensurate with those in other professions in order to attract (note the spelling) more and better teachers. It is difficult for poorly funded school districts to compete with technology companies that offer stock options. Every year, it seems that we will be asked to perform at a higher level, yet our pay never increases beyond the growth in the cost of living.

To extend these expectations to substitute teachers, as your reader suggests, would be ludicrous. This already-sparce pool of professionals would dissolve into other lines of work, leaving the remaining teachers tried and tired.

I teach in an inner-city district, and we provide our pupils with first-rate education, regardless of their financial or familial situations. I invite your readers to step into a modern classroom. The new breed of teacher has received outstanding training, continues his learning throughout his career, and proves his competence in countless ways to those around him and, most importantly, to his students.

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"Shocked and Appalled"

As an educator in the state of Connecticut, I am shocked and appalled at the examples given in this article. Beginning teachers in this state must not only successfully complete course requirements but also take part in the B.E.S.T. program. This program is designed to ensure the highest standards for entry into the teaching profession including not only constant monitoring by mentor teachers but assessors at the state level.

A portfolio must be successfully completed during the teacher's internship that demonstrates his or her teaching skills and practices. It also includes at least one videotaped lesson in a classroom setting. The beginning teacher cannot receive a provisional certificate to teach without successfully going through this rigorous post-graduate training. If state assessors deem the candidate to be below the standards for excellence in teaching, that teacher has one additional opportunity to take additional course for improvement. If, after that the candidate is still lacking in demonstration of adequate skills and/or knowledge, a certificate to teach in this state will not be given.

I can only assume that the examples of poor instruction noted were from pre-B.E.S.T. program "educators". Since all Connecticut teachers are required to take continuing education credits (90 contact hours every five years), it is difficult to imagine how such poor examples of teaching can continue to be employed.

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Low Salaries are the Problem

When I got out of grad school I wanted to teach. After starving for two years and witnessing much incompetence, I left it to become a sales rep. Here, I was rewarded for my efforts.

Salaries are the essence of the problem. Low salaries equal low motivation and a questionable pool of teachers. My friend and I both got MA's. He started at 49,500 (not in teaching) and I received 29,300 (in teaching). The rate of raises and maximums were not even in the same ballpark. I have many friends who would love to teach, but they are not willing to give up a chance of putting their kids through college. When the public moves to raise teacher salaries, that usually means raises of one or two percent. That's not enough. A friend of mine, without an MA, is pulling 62k. People look at this and say, "Forget teaching."

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Please send questions or comments to bbruno@snet.net.