{"id":3384,"date":"2013-08-17T23:01:01","date_gmt":"2013-08-18T03:01:01","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=3384"},"modified":"2013-08-17T23:01:01","modified_gmt":"2013-08-18T03:01:01","slug":"the-way-we-talk-professionalism","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/the-way-we-talk-professionalism\/","title":{"rendered":"The Way We Talk: Professionalism"},"content":{"rendered":"<p><a href=\"http:\/\/www.coreeducationllc.com\/blog2\/threats-to-the-common-core\/newamericafoundation\/\" rel=\"attachment wp-att-3107\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-3107\" alt=\"newamericafoundation\" src=\"https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2013\/05\/newamericafoundation.png?resize=252%2C47\" width=\"252\" height=\"47\" \/><\/a>Conor Williams of the Education Policy Program at the <a href=\"http:\/\/education.newamerica.net\/\">New America Foundation<\/a> takes on those in the \u201cteacher professionalism\u201d camp of education reform.\u00a0 In an article sparked by Harvard Education Professor Jal Mehta\u2019s new book and article, \u201c<a href=\"http:\/\/www.foreignaffairs.com\/articles\/139113\/jal-mehta\/why-american-education-fails\">Why American Education Fails: And How Lessons From Abroad Could Improve It<\/a>\u201d, Williams speculates that the concept of education reform labeled as \u201cteacher professionalism\u201d rather than \u201cteacher accountability\u201d passes the buck by targeting under-performing education certification programs rather than current under-performing teachers.<\/p>\n<p>Those in the \u201cteacher professionalism\u201d camp, such as Mehta, Randi Weingarten of the American Federation of Teachers, and Katrina vanden Heuvel of The Nation, argue that reforms that focus on improving the programs that prepare new teachers, perhaps by implementing a \u201c<a href=\"http:\/\/www.coreeducationllc.com\/blog2\/aft-moves-forward-with-bar-exam-for-teacher-candidates\/\">bar exam for teachers<\/a>\u201d, will have a manifold beneficial impact on American education. First, these sorts of reforms are more politically palatable and therefore more likely to actually continue to be implemented. Second, they avoid targeting teachers, most of whom are responsible professionals. As current and new teachers are better trained and it becomes more difficult to enter the teaching profession based on more rigorous professional testing and provisional teaching periods early in teaching careers, the overall level of respect for teachers in the United States will improve, likely also resulting in higher levels of pay. This is turn will lead to better teaching, or so the argument goes, according to Williams.<\/p>\n<p>Williams first attacks the idea of \u201cteacher professionalism\u201d reform because he argues that it actually does what the \u201cteacher accountability\u201d reforms want to do, which is bring more competition-based corporate ideas to school reform. Williams says, \u201cLike market-based reformers who believe that school choice brings competitive pressures to bear on poorly run schools, Mehta argues that prospective teachers will abandon teacher training programs unable to prepare graduates to pass the \u2018bar.\u2019 Tougher entry standards will force teacher education programs to put up\u2014or shut down.\u201d<\/p>\n<p>Second, Williams asks for those in the \u201cteacher professionalism\u201d camp to be more specific about the idea of provisional teaching status because many states and districts already employ this practice before teachers can gain full certification and\/or tenure.<\/p>\n<p>Third, Williams argues that most Americans already do respect American educators, and he also is dubious, citing the armed services as proof, that respect for professions leads to higher pay.<\/p>\n<p>Finally, Williams worries that the \u201cteacher professionalism\u201d reforms leave out an important element of improving American education:<\/p>\n<p><em>The biggest weakness for professionalism advocates, however, is that they don\u2019t often engage with the current crop of teachers. Everyone is eager to raise the quality of new teachers\u2014but the truly bedeviling debates stem from other questions: What do we do with today\u2019s low-performing tenured teachers? How can we ensure that all of today\u2019s students get an excellent education from pre-K until college and beyond? These are inescapable questions\u2014and the answers have enormous consequences for students right now. While it\u2019s critical that we prepare a higher-quality teacher corps for the future, we shouldn\u2019t pretend that the professionalism approach also addresses our present needs.<\/em><\/p>\n<p>For more information, and follow up posts in the series of \u201cThe Way We Talk,\u201d please visit the following link: <a href=\"http:\/\/earlyed.newamerica.net\/blogposts\/2013\/the_way_we_talk_professionalism-87938\">http:\/\/earlyed.newamerica.net\/blogposts\/2013\/the_way_we_talk_professionalism-87938<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Conor Williams of the Education Policy Program at the New America Foundation takes on those in the \u201cteacher professionalism\u201d camp of education reform.\u00a0 In an article sparked by Harvard Education Professor Jal Mehta\u2019s new book and article, \u201cWhy American Education Fails: And How Lessons From Abroad Could Improve It\u201d, Williams speculates that the concept of <a href=\"https:\/\/www.coreeducationllc.com\/blog2\/the-way-we-talk-professionalism\/\" rel=\"nofollow\"><span class=\"sr-only\">Read more about The Way We Talk: Professionalism<\/span>[&hellip;]<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[4],"tags":[74,77,110,61,31,94],"class_list":["post-3384","post","type-post","status-publish","format-standard","hentry","category-school-reform-leadership","tag-accountability","tag-school-reform","tag-teacher-certification","tag-teacher-evaluation-2","tag-teacher-preparation-2","tag-teacher-tenure"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.8 - 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