Wither Alternative Teacher Certification Programs

The overreliance on alternative teacher certification programs across the San Antonio School Districts is alarming. Data released in October 2013 by the Center for Research, Evaluation, and Advancement of Teacher Education (CREATE), a center that provides Texas universities with information on teachers and schools, show that teachers who are certified through alternative programs receive preference in the hiring process over those graduating from the teacher preparation program at the University of Texas at San Antonio (UTSA). The survey was conducted within a 75 miles radius from UTSA. According to CREATE, the highest percentage of university prepared teachers hired by the districts is only 34.5 (2012-2013). These data also show that charter schools within these districts hired the lowest number of teachers graduating from UTSA.

Of course, these numbers are troubling. Alternative teacher preparation programs are largely influenced by the neoliberal agenda in education. Teach for America (TFA), for instance, has been perceived by those who bash public education as a solution for improving educational opportunities in low-income neighborhoods. Yet the reality is that TFA has contributed little in schools that serve disadvantaged children. In a recent Politico editorial, Stephanie Simon provides provocative argument showing how TFA has thrived on the expense of the public good. Catherine Michna asks an important question, i.e., how can we expect teachers with little or no experience in education to be able to close the education gap in poor schools? A city like San Antonio, TX, divided by SES and racial lines, is bound to have schools with a disproportionate achievement gap. Local school districts should be committed to closing the achievement gap by recruiting more teachers graduating from UTSA, who have learned and practiced the pedagogical skills to work with linguistic and cultural diverse children.

Here are the reasons: The teacher certification programs in the College of Education and Human Development at UTSA provide expertise in educating students who will be prepared for educational inequities in public schools. To strengthen this mission, the College of Education and Human Development has The Academy for Teacher Excellence that helps prepare pre-service teachers with educational issues associated with a growing diverse student population.

Teacher candidates who attend UTSA spend at least two years studying the theory and practice of teaching, plus another year of student teaching, before they can be certified as teachers. Through the Academy for Teaching Excellence, teacher candidates are also required to immerse themselves in after schools programs so that they get to know the communities in which they will be serving. This helps them to learn about how communities and families relate to schools, especially those communities that have been historically marginalized in education.  Alternative programs such as TFA do not engage their teacher candidates in this kind of rigor. It seems, then, that school districts would benefit by hiring more teachers coming out of UTSA who are better prepared to teach in public schools with diverse communities.  

by Bekisizwe Ndimande

War on Teachers?

Cross-posted from JDS Social Issues:

From my inbox almost two months ago:

So, where did this war on teachers, and other public employees come from? I certainly didn't see that coming.

A former colleague (a faculty member in a humanities department) was responding directly to word that Pennsylvania was cutting P-12 funding and slashing state support for public higher education. But her consciousness was framed by events in Wisconsin and elsewhere.

So I have been paying attention to the news in a new way. Is my colleague right? Is there a “war on teachers”? I think she may right that there is a “war” going on but I’m having a little more difficulty determining just what it is we are fighting about and fighting for. Are teachers the target? Or are teachers collateral damage in a larger struggle –because teachers (and their students) don’t fight back and because everybody feels entitled to an “expert” opinion about educational matters generally?

I hope to think more about this over the summer and invite any readers to join in with news items, anecdotes and analyses that help us all figure out where we want to stand in what is clearly a struggle for the social, economic, political and educational terrain within our own communities and our nation.

Here are a couple for starters:

· Randy Turner, commenting on the Huffington Post about new education legislation in Missouri, asks whether public school teachers are an “endangered species”? His question is motivated by regulatory proposals that seem to suggest that all teachers are lazy perverts.

http://www.huffingtonpost.com/randy-turner/public-school-teachers-ar_b_861407.html

· Paul Mucci, a fifth grade NBPTS certified teacher, asks

http://www.tcpalm.com/news/2011/may/16/paul-mucci-since-when-did-teachers-become-the/

“since when did teachers become the bad guys?” Mucci is in Florida where education is rapidly being “reformed” on the backs of teachers: “elimination of teacher tenure, teacher pay based on student performance, increasing teacher contributions to the Florida Retirement System, raising the retirement age/years of service, increasing student testing and reducing the number of "core" classes to name a few.”

He conveys his demoralization clearly:

“More important, gone is the respect teachers once had. The steady erosion of respect is palpable in parent conferences, in line at the grocery store and in politicians' statements in the media.

As one legislator said to me, ‘The public deserves accountability they deserve to know how their tax dollars are being spent.’ In one respect, he is right, but what good are numbers and test results if we lose our integrity, our compassion, our humanity along the way?”

Mucci notes that it is ironic that the rhetoric is all about “good teachers” but in the process they are destroying any chance of respect [for teachers].

· Bill Haslam, Governor of my new home state of Tennessee apparently hasn’t met any Paul Mucci type teachers. Last week he rejected the Tennessee Education Association’s claim that “teacher morale is flagging,” despite passing measures that limit collective bargaining and proposing others that would end any licensure for educational professionals. (More on events in Tennessee in the days to come.)

http://www.dnj.com/article/20110527/NEWS01/110526017/Haslam-rejects-claims-teacher-morale-flagging

As someone who spends a fair amount of time cultivating partnerships with public schools so that we can jointly (university/school) provide substantive and challenging but guided practical experience for teacher candidates, my sense is that teacher morale is fragile at best. Neither principals nor teachers – no matter how accomplished --generally feel free to take on novice teacher candidates. Even when they can identify the value of teaching collaboratively with a young person with energy and ideas, they are hesitant, even fearful, about jeopardizing their compensation and even their jobs (based largely on student test scores). Everybody is looking over both shoulders at once.

What do these snippets suggest?

Whether or not there is a war on teachers, teachers are feeling under siege. And the march of legislation that targets the teaching profession is undeniable. But the point of the legislation is harder to tease out. Limiting collective bargaining might be a cost-cutting measure. It might be an undercut-the-unions measure (my favorite theory with thanks to Jon Stewart and Rachel Maddow). The undercut-the-unions theory is supported by proposals in Tennessee to get rid of teacher licensure all together. Put this together with the appointment of a new Commissioner of Education with a Teach for America and charter school background and it does appear that the war is not on “teachers” per se but on the public school “establishment” (whatever that is).

The point then is an utterly free market for education? (Odd that we would seek a free market for the development of human capital when we have no such truly free market for any other commodity – oil subsidies, farm subsidies, interstate highway systems anyone?)

But this is a kaleidoscopic phenomenon, I think, and this particular ideological interpretation is just today’s turn of the barrel. What does it look like to you? What will it look like tomorrow?