Teaching today is a much different profession than it was 30 years ago. Truthfully, it is significantly different from what it was nearly 15 years ago when I became a teacher. And the profession is likely to change even more in the next five to ten years. While some veteran teachers argue that many of the current changes to teaching are unspeakable, I am convinced that much of the reform to teaching is for the best (best for children, that is). Here are just a few areas where the teaching profession today and moving forward is significantly different from what it was just a generation ago.
- Job Security Fewer teachers today, and most likely even future teachers going forward, will enjoy the degree of job security that teachers in previous eras enjoyed. A high degree of job security has certainly made teaching attractive for some. The reality of the profession has been that regardless of whether a teacher is effective, he can usually manage to find and keep a teaching job somewhere (often teaching our most vulnerable children). That era, however, is coming to an end. For many teachers today and most teachers tomorrow, job security will be dependent on their effectiveness. Teachers who cannot demonstrate their effectiveness, through their students’ performance on standardized examinations, will find themselves struggling to keep their jobs.
- Seniority For generations, more senior teachers have enjoyed the privileges of having first dibs on ‘choice’ teaching assignments and greater protection during reductions in force (RIF). During RIFs it has been customary for teachers last hired to be the first ones let go, while teachers with seniority have been protected; a practice commonly known as LIFO (Last In, First Out). While LIFO and other teacher seniority provisions remain a part of some teachers’ collective bargaining agreements, such provisions are becoming less common. And in cases where seniority provisions haven’t been completely negotiated away by school districts, seniority privileges are being curtailed, giving district and school level administrators greater discretion in teacher hiring and retention. It will soon be the norm in public school districts that teachers’ hiring, retention, and transfer will be based on their effectiveness, not their seniority.
- Teacher Salary Public school teachers’ salaries have long been determined by their years of teaching experience and their level of education (bachelors, masters, doctoral degrees). In such systems, all teachers with five years of experience and a masters degree would have the same base salary, regardless of their effectiveness. But teacher pay is now being reconsidered. Policy makers, researchers, and educational leaders are questioning whether current teacher salary models makes sense in the current era of performance-based accountability. States, school districts, and charter schools are now experimenting with different approaches to teacher pay including merit pay, performance pay, performance bonuses, differentiated pay by subject area, and market-based salaries. Aspiring teachers and teachers who are relatively early in their careers should expect that in the near future their pay will be be at least in part based on their effectiveness (as measured by their students’ performance on standardized examinations).
- Teacher Leadership While teachers have always been called on to lead in various capacities, teachers are now being asked to take on school-level leadership roles like never before. Much of the change in the expectation that teachers lead may be attributed to the increasing popularity of distributed and shared leadership models in P12 schools. Anyone going into teaching or intending to stay there should expect to take on significant formal and/or informal school leadership roles throughout their career. Such roles might include department chair, subject area lead, professional learning community (PLC) lead, peer mentor, trainer, and school or district level curriculum leadership positions.
For the second day children attending public schools in Strongsville, OH went to school but their teachers were not there. Substitute teachers have been called in to keep schools in Strongsville open after contract negotiations between the Strongsville City Schools and the Strongsville Education Association (SEA) fell apart. At issue here is teacher pay.
SEA charges that teachers have not received a raise since 2008. While that statement has some truth to it, it is deceiving. Teachers in Strongsville as in most school districts are paid according to a salary schedule. On a salary schedule, teachers are paid based on their years of service and their academic credentials. What is true is that the salary schedule in Strongsville has not been changed since 2008. However, teachers in Strongsville have all continued to get raises in pay every year as they gained years of experience and in some cases earned additional degrees. So again, to say that teachers in Strongsville have not received a raise since 2008 is misleading.
I am an advocate for good teachers. I believe good teachers should be paid a wage commensurate with their experience, expertise, and performance. However, I am not a proponent of teacher salary schedules in any form, as they assume that teachers with the same number of years of experience and the same academic credentials are the same. We all know that is not true. Some teachers with five years of experience and a masters degree are awesome; and some teachers with five years of experience and a masters degree are terrible. Yet with a teacher salary schedule, that awesome teacher is compensated in the same way the terrible teacher is compensated. That is ludicrous!
But here is my two cents on the Strongsville teachers strike: I find it more and more sickening that any group would hold children’s education hostage in order to better their bargaining position. That’s it; that’s how I feel. Teachers in Strongsville arguing that they are striking for the children are not being truthful. They are not striking for children; they are striking for higher wages. I am not saying higher wages are bad; I think most of us would take higher wages if we could get them. But it is shameful to pretend that this strike is about something that it is not. The strike is about the teacher salary schedule in Strongsville. The strike is not about children.
The market-based and outcomes-based accountability systems that underlie the charter school concept are much different than the bureaucratic accountability systems that we have become accustomed to. While the specifics of charter school legislation vary considerably from state to state, the basic charter school concept is that these public/private hybrids of sorts are relieved of much of the bureaucratic oversight that traditional public schools are subject to, in exchange for agreeing to high standards of academic achievement. One area of freedom that many charter schools enjoy is budget autonomy; meaning most if not all school spending decisions are made at the school level, usually by boards of directors and school administrators. With that freedom, a number charter schools have chosen to pay their school leaders salaries that are significantly higher than the salaries of traditional public school principals. The Times Picayune reported on Sunday May 17, 2009 of some pretty remarkable salaries for charter school principals in New Orleans. At the top of that list were the head of Lusher Charter School who earns $203, 556 annually, and the principal of Lafayette Charter School who earns $186,000 per year.
It should be expected that many questions will be asked and much will be said about these salaries in the wake of this media attention. But issue I would like to focus on is this: if a charter school’s board of directors decides that the best way to meet the achievement goals of set forth in its charter is to pay its principal what the general public would consider to be an extraordinary amount of money, is that decision not that board’s statutory right? If that decision does not produce the results the desired results (at least theoretically) that school leader will be out of a job. And if that school does not reach the standards set forth in its charter, (again, theoretically) that school will be closed either because a state board of education has closed it or because parents have sent their children elsewhere. So the question that I raise is a simple one and is farther reaching than any question of an individual administrator’s salary in New Orleans. If by design charter schools are created as mostly autonomous entities with their boards of directors vested with the power to make autonomous school spending decisions, is the public entitled to any direct say in those decisions? As always, I’d love to hear from you!