We argue that such accounts overlook how federal—state collaboration has been critical to achieving Obama Administration ends.
This report proposes 5 big policy shifts at the national level to modernize the teaching profession: When you have a job opening, are you satisfied with choosing among the bottom one-third of the class? What if you have 3 million job openings? Over the next ten years, the United States will hire approximately 3 million new teachers to enter its classrooms.
This new corps of teachers will serve as the single biggest in-school determinant of whether or not our students are college—and workforce—ready for decades to come. But if past is prologue, most of these 3 million new teachers will come from the bottom third of their class, as most talented Millennials do not view teaching as a viable career option.
Now is the time to modernize the teaching profession to ensure that it is seen by new workers as a prestigious career opportunity. In this paper, we diagnose the hurdles keeping the teaching profession in the past and offer a series of recommendations to attract smart, ambitious, career-oriented Millennials into the profession.
A new Third Way poll of high-achieving undergraduate students paints a fairly dismal picture of how our next generation of workers perceives the teaching profession: Fully half of these students believe that the teaching profession has gotten less prestigious in the last few years.
Times have changed—and so must the outdated policies we use to attract, train, promote, and compensate our teachers. How Did We Get Here?
An Unsustainable Cycle of Mediocrity Why has teaching failed to evolve into a 21st century profession—one that fosters innovation, offers a competitive salary, and provides an infrastructure for dynamic growth opportunities?
The same preparation, pay structures, and retirement systems set up forty years ago are still largely intact today, forcing high-achieving Millennials to fit into a system that no longer meets their professional needs and desires.
While other sectors, such as nursing, law, and medicine, have embraced major changes over the years to overhaul the way they train, promote, and compensate their employees, the teaching profession has failed to conduct a similar internal review or make the resulting course correction.
This resistance to modernization dissuades high-achieving Millennials from entering the profession and pushes excellent teachers out, creating an unsustainable cycle of mediocrity in a profession that requires nothing but the best.
Where Average People Go Based on the results of our poll, teaching is not seen as an ambitious or fulfilling career by most Millennials. Compounding the problem, education as a major was viewed as one of the least difficult, on par with art, English, and communication studies, and words such as "nice" and "patient" were used to describe teachers, instead of "smart" and "entrepreneurial" like those in other more prestigious professions.
In fact, education was listed as the top profession that students think "average" people go into—a scathing indictment of those we trust to educate our children.
The teaching profession has a major image problem, and piecemeal tinkering to the system cannot undo outdated policies that have brought us to this point.
Although the last decade of reforms made strides in ushering in a new era of teacher accountability, these have done comparatively little to improve teacher professionalization.
All too often, the conversation centered primarily on getting rid of the bad teachers, further perpetuating a negative image of the profession.
Unfortunately, this perception of mediocrity has negatively affected the national reputation of teaching, initiating a cycle of undesirable outcomes that can be felt throughout the profession.
While we certainly want people who exhibit the qualities of patience and kindness to continue entering the classroom, Americans want teachers to both drive academic achievement and serve as compassionate caretakers.
Today, the majority of prospective teachers in the U. Inonly 24 programs in the entire country were designated by various states as at-risk 1.
In contrast to other careers that require licensure, like law or medicine, the current system for teacher certification is ambiguous and incoherent, and in most places it sets an incredibly low bar. There is no real standardization of the credentialing process across states, leaving teachers to experience varying timelines and degrees of rigor depending on where they live.
Each state has the ability to create their own licensure exams, but even states that choose to use the same tests often set varying cut scores. Their certification process was modeled after the medical profession to create a national gold standard in teaching, and recent studies have shown that it works: As a recent report from the National Education Association NEA says, "The first step in transforming our profession is to strengthen and maintain strong and uniform standards for preparation and admission.
Our scores consistently put us in the middle of the international pack, near countries like Lithuania. Total per pupil expenditures have more than doubled in the U.
In large part, this is because our core education problem is a human capital one. We need a refocused effort on recruiting and retaining the next generation of excellent teachers to make our education system globally competitive again.
While this system may have met the needs of previous generations of workers, Millennials are no longer wooed by a profession that willingly turns a blind eye to performance and treats all employees as indistinguishable cogs in a machine.
The infrastructure for advancement in teaching is not set up for a modern economy. The opportunities to move up the career ladder in the teaching profession are limited, at best.
The overwhelming majority of teachers who stay in the profession either plateau by remaining in the classroom at the same level for years with the same responsibilities, or they choose to leave the classroom altogether to become a principal or other administrator in order to gain leadership opportunities or a raise.
As a result, many of our best teachers exit the classroom, robbing our students of effective teaching. Those who stay feel their input is ignored, as a new Gallup poll demonstrated when it found that teachers were least likely of any profession to say that their opinions actually mattered at work.
While other 21st century professionals enjoy the freedom to grow within their careers at a pace based on their abilities and performance, teachers are still expected to "wait their turn" for meaningful advancement opportunities.Download-Theses Mercredi 10 juin The annual Energy and Water Development appropriations bill funds civil works projects of the Army Corps of Engineers, the Department of the Interior’s Bureau of Reclamation, the Department of Energy (DOE), and several independent agencies.
an elementary school received Title I reading services resulting in a low performing responsibilities on your shoulders and never asked for a moment’s assistance.
Thank you school districts around the country were permitted to apply for waivers to the mandates of NCLB. Guidelines for states interested in applying for waivers were. History: The federal government’s first Department of Education (ED) was created in —based on legislation signed into law by President Andrew Johnson—as a non-cabinet-level agency charged with collecting information on schools and teaching to help states establish effective school systems.
NCLB - ESEA Waivers; State Waivers; Waivers Online Report; The proposed amendment would implement changes resulting from the 85th Texas Legislature, Regular Session, , which include adding new continuing professional education (CPE) topics for all educators.
, Pedagogy and Professional Responsibilities Standards, Early. On January 8, , President Bush signed into law the No Child Left Behind Act of , reauthorizing the Elementary and Secondary Education Act.
This is the text of the legislation.