Can We Interest You In Teaching?
Teaching can’t compete.
When the economy improves and job prospects multiply, college students turn their attention elsewhere, to professions that promise more money, more independence, more respect.
That was one takeaway from a widely discussed story in The Times on Sunday by Motoko Rich, who charted teacher shortages so severe in certain areas of the country that teachers are being rushed into classrooms with dubious qualifications and before they’ve earned their teaching credentials.
It’s a sad, alarming state of affairs, and it proves that for all our lip service about improving the education of America’s children, we’ve failed to make teaching the draw that it should be, the honor that it must be. Nationally, enrollment in teacher preparation programs dropped by 30 percent between 2010 and 2014, as Rich reported.
To make matters worse, more than 40 percent of the people who do go into teaching exit the profession within five years.
To make matters worse, more than 40 percent of the people who do go into teaching exit the profession within five years.
How do we make teaching more rewarding, so that it beckons to not only enough college graduates but to a robust share of the very best of them?
Better pay is a must. There’s no getting around that. Many teachers in many areas can’t hope to buy a house and support a family on their incomes, and college students contemplating careers know that. If those students are taking on debt, teaching isn’t likely to provide a timely way to pay it off. The average salary nationally for public school teachers,including those with decades in the classroom, is under $57,000; starting salaries in some states barely crest $30,000.
There’s also the issue of autonomy.
“The No. 1 thing is giving teachers a voice, a real voice,” Randi Weingarten, the president of the American Federation of Teachers, said to me this week.
Education leaders disagree over how much of a voice and in what. Weingarten emphasizes teacher involvement in policy, and a survey of some 30,000 teachers and other school workers done by the A.F.T. and the Badass Teachers Association in late April showed that one large source of stress was being left out of such decisions.
Others focus on primarily letting teachers chart the day-by-day path to the goals laid out for them, so that they’re not just obedient vessels for a one-size-fits-all script. Hold them accountable, but give them discretion.
The political battles over education, along with the shifting vogues about what’s best, have left many teachers feeling like pawns and punching bags. And while that’s no reason not to implement promising new approaches or to shrink from experimentation, it puts an onus on policy makers and administrators to bring generous measures of training, support and patience to the task.
Teachers crave better opportunities for career growth. Evan Stone, one of the chief executives of Educators 4 Excellence, which represents about Can We Interest You In Teaching? - The New York Times:
