In case you missed my book review published on Catherine A. Cardno's blog BookMarks, also a part of Education Week, I thought I would provide you another opportunity.

Book Review: Wilson on Sahlberg, Finnish Lessons

We have studied them. We have admired them. We have envied them. What we have not done is figure out how to replicate them. Who are they? They are the strongest performers in the world when it comes to academic achievement. They are the schools of Finland.

Pasi Sahlberg, the director general of the Centre for International Mobility and Cooperation at the Finnish Ministry of Education and Culture, in Finland, in his book Finnish Lessons: What Can the World Learn from Educational Change in Finland? provides the clearest analysis of how Finland's schools were able to achieve their world standing. And who better to tell that story than this man who spent his life in education as a teacher, professor, professional development strategist, researcher, commentator, innovator, and champion for a great education for all Finnish children.

Sahlberg begins his story with a history lesson. He describes in an engaging manner how Finland transformed from a poor agriculture-centered nation to a knowledge-based economy with a world-class education system and a culture of innovation. This transformation began after World War II and escalated between 1965 and 1990 with the creation of a comprehensive public school system (peruskoulu). This was followed by expanding higher education opportunities as a driver of technological advances to build the foundation of a strong economy.

If there is one very important lesson that Sahlberg provides, it is the focus on "equity of outcomes." This lesson highlights the Finnish commitment to equity and stands in sharp contrast to our focus on competition which Sahlberg strongly criticizes. Finland pays more attention to social justice, early intervention (especially for special needs students), and strong collaboration among public sector units like health and social services. The results have been an increased level of student achievement while closing gaps among an increasingly culturally diverse student population. If that is not a valuable lesson for American educators and policymakers, I do not know what is.

In showcasing teachers and teacher education in Finland, Sahlberg's writing does not disappoint us. The culture of teaching in Finland is focused on "professional dignity and social respect." Collaboration with other professionals is just as important as teaching students. This has caused teaching to be very popular, and that popularity has resulted in the country's ability to attract the smartest and most dedicated people into a long teaching career. Sahlberg lays out in detail this lesson that is envied by all around the world. Finland shows us that respecting and trusting teachers provides the results that the United States is seeking. When are we going to trust our teachers?

A particularly strategic lesson that should be of interest to every business and political leader is addressed by Sahlberg. This is the lesson of the power of linking education and the economy in an intentional manner. The rise of Nokia as a technological leader happened because of an education system that fosters creativity, risk-taking, and an unyielding determination to reach the goals that are set for all students.

Sahlberg rejects the agenda of the global education reform movement. American competition and choice are not as effective as Finnish collaboration and equity. Testing and test results, as the heart of an accountability system, are not as effective as great teaching and being able to trust that teachers are doing their job. Merit-pay for teachers is not a system that would fit the Finnish model of creativity and its assurance that all students have meritorious teachers. Sahlberg has results on his side. I would follow the world leader.

I know many reformers and politicians will not want to read this book because it will negate all the "reform" that has been embraced by our country, but we will all miss out on some very important opportunities if they don't. Neither the size of Finland nor the country's demographics should be used as an excuse by any state or by the United States not to pay attention to what works. This book will give hope, vision, and strategies to anyone who is sincere in bringing a great education to every child. Pick it up and read it.

Posted by John Wilson at 11:45 AM | Permalink | Leave a comment | Recommend

Tell the truth. Did you even know there is a National Teachers Hall of Fame (NTHF)? Do you know where it is located? Do you know how to nominate someone for induction? If you support the teaching profession, you really should know the answers to these questions.

Last week, I had the opportunity to meet the newly-announced 2012 inductees into this special Hall of Fame for teachers. The event honoring the inductees was hosted by the National Education Association with Secretary Arne Duncan offering heartfelt words about these special teachers. I represented the Pearson Foundation,the premier event sponsor. Other generous supporters of the celebration were: ETS, ENA, EF, AT&T, Bank of America, Security Benefit, Southwest, NEA Foundation, and College Board.

Only five individuals are chosen annually by the NTHF Selection Committee. The inductees must have at least 20 years of PreK-12 teaching experience. Those who are selected are award-winning teachers with a deep knowledge of how to teach and about current education issues. I am happy to introduce you to the 2012 NTHF members:

David L. Brock is a high school science teacher at Roland Park Country School in Baltimore, Maryland. He has received the Presidential Award for Excellence in Mathematics and Science and the Disney "All American Teacher" Award. In a yearbook dedication, his students said, "He has motivated our class with his knowledge of all subjects and instilled in us a genuine love of learning that we will take with us to college and beyond."

Glen D. Lid is a Chemistry teacher at Proviso East High School in Maywood, Illinois. He, too, is a Disney "All-American Teacher" and received the Illinois Golden Apple Teacher of Distinction. A colleague of Glenn's said, " Whether it be teaching, coaching, volunteering, or working with students or staff, Glenn puts his heart and soul into everything he attempts."

Scott Charlesworth-Seiler is a 5th grade teacher at the Fine Arts Interdisciplinary Resource School in Crystal, Minnesota. He has earned National Board Certification, and he received the Milken National Educator Award. His principal said, "Scott has consistently demonstrated a profound ability to find creative solutions that support our mission and vision of ensuring equity and excellence for all students."

James A. Brooks is an English and Photojournalism teacher at West Wilkes High School in Millers Creek, North Carolina. He also has earned National Board Certification. He has won the NEA Award for Teaching Excellence and was selected for the All-USA Today Teachers Team. His superintendent said, "Jim Brooks challenges his students to be the very best they can be. He leads his peers in trying new ways to teach."

Deborah Lynn Tackmann is a health educator at North High School in Eau Claire, Wisconsin. Like some of the other inductees, she was named to the All-USA Today Teachers Team and was a Disney "All American Teacher." A fellow trainer/consultant said, "Deb has a very keen sense of motivating her students while making the information tough, relevant, pertinent, and practical."

These teachers represent the best in our profession. Their experience enables them to have a wide-ranging repertoire of instructional strategies to meet the needs of every student who comes to their classes. Their experience and knowledge serve them well in coaching and mentoring their peers. They never stop teaching, and what is even more important, they never stop learning.

On June 13-15th, these teachers will head to Emporia, Kansas, home of the NTHF, for the official induction ceremony. Just like Canton, Ohio, the home of the Professional Football Hall of Fame and Cooperstown, New York, home of the Baseball Hall of Fame, Emporia has created a museum and exhibitions to showcase the best of the teaching profession. The annual induction ceremony brings together the Emporia community, great educators, and education supporters from around the country to celebrate the profession that makes and keeps our democracy strong. Emporia State University, known for a high quality teacher education program, houses the National Teachers Hall of Fame.

If you are a teacher, think about making a pilgrimage to the National Teachers Hall of Fame in Emporia, Kansas. You will be welcomed and celebrated. In Emporia, teachers are held in high regard. The rest of the nation has a lot to learn from this wonderful place.

Posted by John Wilson at 7:05 AM | Permalink | Leave a comment | Recommend

This is Teacher Appreciation Week. It is a time to honor the men and women who strive daily to provide every child in every classroom with an opportunity for a bright future. It is not a time to attack teachers' salaries, benefits, job security, or professionalism. For this one week of the year, let's declare a ceasefire on the current war against America's teachers.

For those of you who challenge my contention that there is a war on teachers, let me give you some facts. The war began on November 2, 2010, when voters elected a group of politicians who made promises to reduce government, reduce taxes, and reform education. When those newly-elected officials discovered that this economy could not handle those promises, they chose to attack teachers and other middle-class public employees rather than to raise the disproportionately low taxes of wealthy supporters.

Ground zero in this war was Wisconsin. Governor Scott Walker took office predisposed to fight public employees who had challenged him in his previous office as a county executive. Governor Walker began the war by destroying collective bargaining rights so that he could balance his budget on the backs of teachers and state employees. By destroying their rights, he was able to reduce salaries, benefits, and jobs. He brags about it. When they supported him, voters had no idea that this was his plan. When they realized what he was doing, they fought back. The war there continues with a recall battle set for the 5th of June. I am sure that the teachers of Wisconsin would gladly delay Teacher Appreciation Day to June 5th and ask the voters to show their support for the excellent work teachers have done---despite the most adverse conditions---by giving their state a Governor who respects and honors them.

If we believe that education is an economic driver and that great teachers are the most important factor in a quality education, then we must stop the war on teachers. While Ohio voters stood up to a Governor who attempted to copy his colleague in Wisconsin, other states have not been so fortunate. There is not much recourse in states like Indiana, Florida, and Michigan where the political dialogue has demeaned teachers, leaving them demoralized. Maybe a little public outrage about that dialogue would be the best gift for teachers in those states.

It has been a tough year for all teachers. Many elected and appointed officials across the country have fought to equate quality teaching with a single test score. We might even say that tests have been used as weapons of mass destruction in this war.

Teachers need to know that someone recognizes the work that they do every day for our children. In every poll, teachers say what would mean most to them is a "thank you" from the public.

So let's thank our teachers for their sacrifices of family time, personal income, and more to assure that our children are well served. Thank teachers for paying for our children's college application fees, lunches, eyeglasses, field trips, clothes, and whatever else our children needed to spare them from embarrassment or neglect. Let's thank them for all the time they spent off the clock to become better teachers, to chaperone our children, to coach teams, to sponsor yearbook staffs and glee clubs, and to volunteer for community projects. Other than their parents, teachers are the most important adults in our children's lives. Our appreciation is a small token in exchange for the huge gift teachers provide daily to ensure our democracy.

Posted by John Wilson at 7:15 AM | Permalink | Leave a comment | Recommend

As I forecasted in my 2012 predictions, Mitt Romney will win the Republican nomination for president, and he is on a path to secure the necessary delegates in June. So now is a perfect time to examine his support for children, education, public schools, and teachers. Some may think using the term "clueless" is harsh, but upon my review of his record, I cannot think of a better descriptor.

When it came to education, Presidents Obama, Clinton, and even George W. Bush were passionate about education and the transformative impact it could have on children. Romney on the other hand is much more dispassionate. Maybe he really does believe that the federal government has no role. After all, there was a time when he advocated the elimination of the Department of Education. Lately, he has backed off on that position and instead espouses that education is a local and state function. After living through the overreach of the last two administrations, eliminating the federal role in education may sound good to some, but let me tell you what is wrong with that.

First, almost every high performing nation in the world has made education a priority at the federal level. The United States federal government has assumed the primary responsibility for equity. Funding for poor children, special needs populations, and English language learners has been critical in this country. Assuring federal support for the lowest performing schools has been a godsend. Disaggregating data to assure that targeted, underserved populations are making progress is a huge foundation for equity. To ignore this is clueless.

Mitt Romney has charged that class size does not matter. He says that class-size reduction is "a ploy of the teacher unions." To quote President Clinton, a champion of class-size reductions, "That dog won't hunt." First, while it is true that more members do increase union revenue, so do increased teacher salaries. Teacher unions support reduction in class size because their members demand it. Many times, teachers have sacrificed increased salaries so their students could be in classes with fewer children.

Second, what is the first marketing pitch for private schools or charter schools? Could it be smaller class sizes? Every teacher, parent, and student gets that small class sizes allow for more personalized attention to students. For those who want competition, why handicap the public schools? To ignore this is clueless.

Finally, Romney holds on to this accountability mentality that assumes his business principles can be transferred to education. Education is not a bottom line venture. All that is taught cannot be measured. Hostile takeovers don't work in our schools. Educators teach unique individuals who have different developmental, social, and physical needs. It takes a skilled educator to diagnose and prescribe the best pathway to learning and socialization for each child. To ignore this is clueless.

I am a big believer that running for office is a journey. A candidate should listen more, pontificate less; learn more, lecture less; and evolve more, stagnate less. Mitt Romney needs more clues from educators, parents, and students. This is your time to engage in your civic duty. Our country needs you to assure the person holding the office of the President of the United States is a champion of children, educators, and public education.

Posted by John Wilson at 8:00 AM | Permalink | Leave a comment | Recommend

We have a major arts equity issue in this country. And, we have a major denial issue about the power of the arts in driving student achievement. Who gets hurt? Of course, as always, the poor children of America are the have-nots. The facts don't lie.

Recently, Education Secretary Arne Duncan spoke eloquently about this issue. He called for all schools to be "arts-rich." He lamented that the arts opportunity gap is widest for children in high poverty schools. He said, " Low-income students who had arts-rich experiences in high schools were more than three times as likely to earn a B.A. degree as low income students without those experiences." Ignoring the research on this issue is malpractice.

Secretary Duncan was presenting the results of the latest arts survey conducted by the National Center for Education Statistics(NCES), a division of the Education Department's Institute of Education Sciences (IES). This survey was last conducted ten years ago so we can get an idea of how far we have come. The truth is that we have not made progress in expanding opportunities for all students, and we have lost ground in providing dance and drama to all. Most disturbing, the gap between high poverty and low poverty schools is significant in coursework in music and the visual arts.

One thing the Secretary said that hit home for me was his comment on the lack of enrichment experiences for children with disadvantaged backgrounds, limited English proficiency, and disabilities. As a former teacher of students with special needs, I remember the experiences my students had in music, visual arts, dance, and drama. You see, my school district was one of a few that valued equity and the arts. My students had this wonderful opportunity for inclusion, tapping into their imaginations, and developing their God-given talents.

I still have a framed picture of a drawing that one of my students did in his art class over 20 years ago. I display it proudly in my home office. Many people are stunned to learn that the artist was only 11-years-old and was a special needs student. The colors are vibrant, the contrast is stark, and the images are brilliant. When I look at that picture, I think of the student, and I think of the art teacher Mrs. Schwall. She taught with high expectations, inspiration, and a deep knowledge of multi-media art techniques. The arts are a part of a basic education, and we should never shortchange the education of our students.

America is blessed to have some of the best artists in the world. We have some of the best museums, concert halls, Broadway theatres, and dance studios. What we don't have is the will to assure that all children have access to all the arts from the time they arrive in our schools until they graduate. Who knows how many Meryl Streeps, Denzel Washingtons, Jennifer Lopezes, Georgia O'Keefes, and Beverly Sills we have lost because no one was there to nurture and mentor the talents of our youngest.

Let's continue to insist that the arts are fully funded for our public schools. Let's take the advice of Secretary Duncan and use Title I and Title II funds for arts education as well as reading and math. Let's utilize the lessons of Finland that has a robust arts program and integrate the arts in all teaching. America will be a better country for it.

Posted by John Wilson at 7:45 AM | Permalink | Leave a comment | Recommend

As I sat in the audience of the International Summit on the Teaching Profession listening to ministers of education and union leaders from around the world discuss 21st century skills, I could not help but wonder if other countries were once again going to take American ideas and use them to surpass us. The United States began having serious conversations about a framework for 21st century skills almost 10 years ago. Books have been written, some school districts have created excellent practices, politicians have talked the talk, and still, we have not fully integrated these skills into our academic content. If not now, when?

The time has come for educators, business people, and government officials to get serious and provide support for every school in America to become a true 21st century center for learning. To support a rigorous education for all students, we must integrate communication, collaboration, critical thinking, and creativity skills (the 4Cs) into a curriculum that engages students and expands their learning beyond the four walls of a classroom. Thankfully, there are three key players that are serving as catalysts to launch American education into this new era of technological innovation.

First, there is the Partnership for 21st Century Skills (P21) led by Tim Magner, former Director of the Office of Educational Technology. Over 30 businesses such as Pearson, Cisco, Dell, Verizon, Apple, and Intel and professional organizations such as the National Education Association and the American Association of School Librarians have come together and designed the Framework for 21st Century Learning. This framework has become the lighthouse guiding state education agencies who are leaders in this effort. States such as AZ, IL, IA, KS, KY, LA, ME, MA, NV, NJ, NC, OH, SD, SC, WV, and WI have embraced this framework and have created initiatives to integrate this work into their system of education. Did you notice that there are a lot more states that need to become partners with P21? And did you also notice that there are a lot more businesses and organizations that need to join P21 in this effort? If not now, when?

Second, there is EdLeader 21. This is a learning community of about 86 school districts that is serious about graduating 21st century learners. Ken Kay who founded P21 initiated this important program. The group has created seven steps for education leaders that will assure every student will be ready for citizenship and the economic challenges of the 21st century. They are the following: (1.) Adapt your Vision of 21st Century Outcomes and LEAD! (2.) Create a Community Consensus. (3.) Align your System. (4.) Build Professional Capacity. (5.) Embed the 4Cs in Curriculum and Assessment. (6.) Support Teachers in the Classroom. (7.) Improve and Innovate. There are over 14,000 school districts in the United States. Every district needs to be a part of this learning community. If not now, when?

Third, there is the Office of Educational Technology led by the very capable Karen Cator. Karen formerly directed the leadership and advocacy efforts in education for Apple. She is also a past chair of P21. Under her leadership, a new National Education Technology Plan has been developed. As described on their website, "this plan addresses the five essential components of learning powered by technology: learning, assessment, teaching, infrastructure, and productivity." This office has initiated some very relevant and creative programs. Their work should be a critical part of the major initiatives of the administration of President Obama and Secretary Duncan. Sometimes the language is worked into their speeches, but we need to see the substance worked into legislation, regulations, and funding opportunities that are driving the reform in our schools districts. If not now, when?

The United States can be a leader in aligning our education system with the new world that has captured the attention of our students. We can lead the way into the innovation economy. We can plant our flag at the top of the world rankings for education achievement. If not now, when?

Posted by John Wilson at 7:30 AM | Permalink | Leave a comment | Recommend

There is nothing more meaningful to a teacher than honest student feedback. Too often, students are reluctant to tell teachers when they are bored, frustrated, angry, or excited by their lessons. Student feedback would help all teachers be more relevant, more inclusive, and more personalized in their teaching, and, in the hands of accomplished teachers, would be a powerful addition to their repetoire of skills.

Recently, I was looking at the 2011 My Voice National Student Report based on a survey created by the Pearson Foundation and the Quaglia institute for Student Aspirations. This survey was administered to 57,883 students in grades 6-12 in 203 schools. The survey consists of 63 statements that address eight "conditions," including:
belonging, heroes, sense of accomplishment, fun and excitement, curiosity and creativity, spirit of adventure, leadership and responsibility, and confidence to take action. These eight conditions are grouped into self worth, engagement, and purpose--- elements as critical to student success as academic preparation.

The report is chock-full of findings about student beliefs. The finding that disturbed me most was the one indicating that only 47% of students believe teachers care if their pupils are absent from school. As teachers know, being present is essential to academic achievement. Attendance is the essential base for academic success. It is hard to teach a student who is not in attendance. Teachers cannot be enablers of students missing school; it sends a terrible message to them. I hope this statistic will be a wake-up call for us to have those private conversations with students to let them know we miss them when they are absent and when they lose an opportunity to learn. I hope we use technology to connect students who are truly unable to come to school due to reasons that are "excused." And I hope we offer make-up time when the absences are unexcused. Giving zeroes is not helpful. Giving attention that is wrapped in care and respect for the student is very helpful.

This report is also full of good news for teachers:

• 93% of students believe they can be successful in school.
• 80% of students enjoy learning new things.
• 87% of students want to do their best in school.
• 90% of students say getting good grades is important to them.
• 74% of students have a teacher who is a positive role model.
• 96% of students say their parents care about their education.
• 78% of students say they are encouraged to practice good citizenship at school.
• 79% of students believe what they learn at school will benefit their future.
• 82% of students push themselves to do better academically.
• 89% of students believe going to college is important to their future.

Student surveys can be useful tools in shaping great teaching and creating a positive environment for learning. Misusing those surveys by making them part of high stakes teacher assessment can undermine their value. I encourage teachers to embrace student surveys and take the lead on the appropriate usage of them. If you would like to learn more about this survey of students, click here.

Posted by John Wilson at 7:15 AM | Permalink | Leave a comment | Recommend

Last week, I attended the International Summit on the Teaching Profession. Dr. Linda Darling- Hammond, a professor at Stanford University, was the rapporteur for the session on teacher supply and demand. She said something that caused me to sit up and pay closer attention.

Dr. Darling-Hammond reported on some data around the connection between teacher preparation and retention. You may know that the average attrition rate for the teaching profession is 25%. But--and this is big--for those who completed a teacher preparation program, attrition was 15%, yet for those who did not, the attrition rate was 49%. That is significant.

It makes perfect sense. Those who teach with great content knowledge and no pedagogical preparation are more likely to have difficulty with classroom management, identification of exceptional students, alignment of lesson plans with curriculum, knowledge of child development, parental communication, and, what is most important, a strong repertoire of teaching strategies to be used with the wide variety of students that come through the classroom door.

When I look back on my own preparation, I am so thankful for all those great teacher educators at Western Carolina University and the University of North Carolina at Chapel Hill. They taught me how to teach phonics and to understand that the same strategy would not work on all students so they also made sure I knew how to teach whole language skills. By the time I got to college, my handwriting was all over the place, but teacher educators taught me how to teach students to print as well as to use cursive writing. Today, when I am asked to chart notes for a discussion group, people comment on my handwriting---which is better than it was when I entered college. I just smile and give a nod to that great teacher educator I had in my methods class. Before you judge methods classes, let me assure you my preparation was steeped in research, the psychology of teaching, and lots of practice with real students on teaching techniques and classroom management.

America has some of the greatest teacher education institutions in the world. Too often critics paint them all with a broad brush and declare all are inept. That is not the problem. The problem is that we have too many teacher education programs. The problem is that universities use teacher education programs as "cash cows" and do not invest their resources into schools of education. The problem is we do not tie teacher education programs to the greatest research universities in this country. We need to take a teacher education program like the one at Stanford University and replicate it in a limited number of research universities in the United States.

Finland and Singapore have done it right. Because of their success in the preparation of teachers, there is respect for the profession. There is status in being a teacher. They assure that their teachers are very knowledgeable about their subject matter and that they know how to impart that knowledge to every child. If we want to be high performing in teacher education, we are going to have to make some substantive changes in what we value and how we invest our money.

Teacher preparation matters. All parents should ask about the credentials of their children's teachers, and all teachers should display their teacher education diplomas on the walls of their classrooms. The pathway toward greater respect for teachers begins with the entrance into a highly respected and high quality teacher education program.

Posted by John Wilson at 7:00 AM | Permalink | Leave a comment | Recommend

The MetLife Survey of the American Teacher confirms what we have known for the last two years--teachers have become less satisfied with their jobs. The survey statistics indicate that job satisfaction has dropped 15 points in the past two years, and now stands at 44 percent. This is the lowest level in two decades.

Who among us can blame teachers for feeling this way? They have been the target of blame, shame, and disdain by the media, politicians, and so-called education reformers. Most of these disparagers have attacked teachers and their unions without research, knowledge of teaching, or integrity. Their actions have not served public education well, and many would say that is their motive. Many, if not most of them, have not been stalwart champions of America's public education system.

When it became obvious that No Child Left Behind was not working, politicians took no responsibility for having ignored the voices of teachers who predicted this failure in 2001. Instead, these elected officials decided to shift the conversation from school performance to teacher performance. Instead of focusing on test scores for schools and targeted sub-groups, they focused on using these same test scores to evaluate teachers, determine career status (tenure), and pay-for-performance schemes. Does anyone believe that these same flawed testing procedures and scores will yield any better results by the shift of focus? Who could be satisfied when teaching is replaced by testing?

The attacks on senior teachers are the strongest. How would you feel if you had spent 20 years giving your best to students and all you heard from policymakers was that you could and should be replaced by a younger person who might or might not have a teaching certificate? Some researchers will tell you that experience doesn't matter. Does that mean experience does not matter in any job or profession? Do you really want the surgeon just out of med school to operate on you? Of course, this research on teachers was attained by comparing the same flawed test scores. Senior teachers whose work has been relegated to test scores are angry and they should be. They know better, and the politicians should too.

This economy has required sacrifice, but it seems that most of the sacrifice was made by cutting public education because politicians did not have the courage to raise new resources from those whose riches have increased in an unprecedented manner. For the first time in decades, teachers took cuts in pay, saw reduced health and retirement benefits, found less access to professional development, and faced larger class sizes. The cruelest cuts were to their students' learning opportunities because the cuts limited teachers' access to the tools and programs they needed to assure a quality education for every student. And yet, despite the cuts, the same old test expectations remained. I would think something was wrong with them if teachers were not angry over these circumstances.

The most nefarious attack on teachers has been the attack on their unions. Attempts to weaken unions by eliminating collective bargaining, payroll deduction of dues, political involvement, and release time for leadership have not fooled teachers. They know that their lives and careers will be negatively affected if their unions are weakened. Teachers and their unions are one and the same. You cannot divide them. Those who forget that and pursue that division, like some Republican governors, have felt the wrath of teachers and those who support them.

This is a wake-up call to President Obama and Secretary Duncan. This lack of teacher respect has occurred on your watch. Are you going to be enablers of low morale or champions for teachers and excellence in teaching? It's not too late, but the clock is ticking.

Posted by John Wilson at 8:00 AM | Permalink | Leave a comment | Recommend

Okay! Okay! I know teachers do not have tenure in the pure definition of guaranteed lifetime employment that was available in some higher education institutions long ago. Instead, teachers have fair employment and dismissal procedures that protect them from dismissal for arbitrary, capricious, and discriminatory reasons after completing a probationary period.

I have been following with interest the legislative battle in Virginia over the "tenure" issue. It has been a very partisan battle with only a few Republican senators--those with firsthand information from relatives who are teachers--refusing to go down a road that appears punitive and unnecessary in this non-collective bargaining state. These senators' instincts are right, and let me provide some points to support them.

First, the reason that the original laws were passed was to protect good teachers. Revisit history and you will learn that before these protective laws, teachers were frequently dismissed because superintendents or school board members wanted their relatives hired instead. Often times, teachers were dismissed because they shared a different opinion on instruction from that of their principal. Sometimes, petty jealousies, the lack of ability to coach a sports team, or just plain old personality conflicts precipitated dismissals. Does anyone believe that those same circumstances would not return if we eliminated the protections for teachers?

Second, these procedures have saved districts from expensive court costs. I know people complain that it costs too much money and time to dismiss a bad teacher, but going straight to the courts would be a lot more expensive and certainly, it would take a lot more time.

In North Carolina, we fought this same battle fifteen years ago. The affiliates of the National School Boards Association and the National Education Association sat down together and redesigned the state's "Fair Employment and Dismissal Act." The interests of the school boards were time and money so concessions were made to streamline the process. The interest of teachers was fairness so procedures were strengthened to assure that the process met that test without having to go to court. Governor Jim Hunt took this new version and incorporated it into his "Excellent Schools Act," and it passed overwhelmingly with bi-partisan support. Yes, Virginia, there is a better way.

Third, be careful about extending the probationary period. The longer the time, the more managers are willing to give mediocre teachers a second chance. The irony is that a shorter probationary period encourages managers not to take these chances because they will not have bonded with the teachers. To strike a balance for employee and employer, two or three years is a better timeframe.

Fourth, every law I have seen uses poor performance as a reason to dismiss a career teacher. Managers or, better yet, peer reviewers should be trained to evaluate the practice of teachers for the purpose of continued employment. Time and resources should be committed to allow principals to focus on inexperienced teachers as well as at-risk teachers. Providing support to improve teaching and ensuring good documentation is a winning formula for the employer every time. Before you put good teachers at risk, look to see if you have a management problem or weak legal language.

I would add one caution. Be careful about using test scores for teacher performance. I have seen a few cases where poor teachers in affluent schools could not be dismissed because of high test scores. Remember the correlation with test scores and income is pretty high. This is a slippery slope for those of us who believe every child deserves a great teacher.

Teachers deserve to teach in a safe environment, free of fear and intimidation. Legislators and administrators have a responsibility to provide that environment. Protecting good teachers assures our students of a great education.

Posted by John Wilson at 7:00 AM | Permalink | Leave a comment | Recommend