This is one of the most depressing articles I have read lately.
It is a straightforward article about high teacher turnover in charter schools. It begins with quotes from a 24-year-old teacher in YES Prep in Houston, who is just starting his third year in the classroom, and he is already planning to move on.
The principal of his charter school is 28.
The New York Times reporter Motoko Rich points out:
As tens of millions of pupils across the country begin their school year, charter networks are developing what amounts to a youth cult in which teaching for two to five years is seen as acceptable and, at times, even desirable. Teachers in the nation’s traditional public schools have an average of close to 14 years of experience, and public school leaders and policy makers have long made it a priority to reduce teacher turnover.
The growing charter movement, she write, “is pushing to redefine the arc of a teaching career.” Yes, two years in the classroom, and you leave. What kind of a “career” is that? In what school she visited, the principal was 27 years old, and five of the nine teachers were in their first year of teaching.
She also notes that research indicates that teacher turnover is not good for school climate or student achievement, but Teach for America has a different view:
The notion of a foreshortened teaching career was largely introduced by Teach for America, which places high-achieving college graduates into low-income schools for two years. Today, Teach for America places about a third of its recruits in charter schools.
“Strong schools can withstand the turnover of their teachers,” said Wendy Kopp, the founder of Teach for America. “The strongest schools develop their teachers tremendously so they become great in the classroom even in their first and second years.”
Studies have shown that on average, teacher turnover diminishes student achievement. Advocates who argue that teaching should become more like medicine or law say that while programs like Teach for America fill a need in the short term, educational leaders should be focused on improving training and working environments so that teachers will invest in long careers.
“To become a master plumber you have to work for five years,” said Ronald Thorpe, president of the National Board for Professional Teaching Standards, a nonprofit groupthat certifies accomplished teachers. “Shouldn’t we have some kind of analog to that with the people we are entrusting our children to?”
Can you imagine that a “teacher” who graduated college in June is already “a great teacher” by September?
Why do we expect entrants to every other profession to spend years honing their craft but a brand-new teacher, with no experience, can be considered “great” in only one or two years, then leave to do something else?
This is a recipe to destroy the teaching profession.
How can anyone say they are education “reformers” if their goal is to destroy the profession?
What other nation is doing this?
This is not innovative. In fact, it returns us to the early nineteenth century, when the general belief was that “anyone can teach, no training needed.” Teaching then was a job for itinerants, widow ladies, young girls without a high school degree, and anyone who couldn’t do anything else. It took over a century to create a teaching profession, with qualifications and credentials needed before one could be certified to stand in front of a classroom of young children. We are rapidly going backwards.
