Most teachers feel that their profession does not get the respect it deserves. In 2000 a survey of teachers conducted by Scholastic reported that 79% felt that respect for the profession is a problem in teacher retention. I don’t think much has changed since 2000.
I have heard many proposed solutions but I believe all would have little impact or are unlikely to be implemented. A topic that I have not seen discussed is the role of teacher’s unions in promoting the teaching profession.
Unions support teachers in many ways. Among these: they protect the rights of individual teachers in personnel matters, and they undertake public relations and other activities in an effort to promote the profession.
There is an inevitable tension between these two activities.
On the one hand, if your mission is to protect the members of the profession from unfair termination, you will insist on a rigorous process by which their incompetence must be demonstrated. On the other hand it must be admitted that in any profession employing several million people some are incompetent, and if your job is to protect the reputation and integrity of the profession, you should want those people to leave.
The problem, of course, is that there is not a completely reliable diagnostic for who is a good teacher and who is not. Thus, errors are inevitable.
There are two types of errors when a diagnostic is imperfect, commonly called Type I and Type II. Each carries costs.
* Type I: firing someone who is actually a good teacher. Some of the costs of this error are (1) it hurts the morale of the other teachers in the school by creating an atmosphere of fear, insecurity, and injustice (2) there is one fewer good teacher in the ranks.
* Type II : failing to fire someone who is not competent. Some of the costs of this error are (1) it hurts the morale of teachers by hurting their sense of professionalism; (2) the teacher remains in class, doing a poor job; (3) the teacher damages the professional reputation of all teachers.
Type I and Type II errors trade off. If you want to reduce the chances making Type I error you will be cautious about firing people to be sure you don’t accidentally fire a good teacher. But then you’ll make more Type II errors. If you decide to be less cautious about firing people, the proportion of errors committed reverses. If your diagnostic is imperfect, you’re going to make errors. All you can do is choose the proportion of error types.
Teachers unions have, in my view, handled this trade off badly, to the detriment of the professions reputation.
The presence of a small percentage of incompetent teachers has an outsize impact on the respect that the profession garners. Social psychologists have known for years that stereotypes are fed, in part, through selective attention. If a parent believes that there are a lot of bad teachers, he is likely to think about and notice the single bad teacher in a school and fail to notice the 129 good-to-outstanding teachers. It’s part of a larger bias called the confirmation bias–we tend to look for, notice, and remember evidence that is consistent with our beliefs, and we discount or fail to notice evidence that is inconsistent with our beliefs.
Thus if some of the public doesn’t respect teachers much, their attitudes can be maintained by just a small number of poor teachers.
The presence of a small number of poor teachers also has an outsize impact on the respect for the unions themselves. Deserved or not, unions have the reputation of protecting the rights of individual teachers at all costs, no matter how incompetent the teacher. Quotations like this one from the New York Times are typical: “During my own 20 years of observing and writing about public education in New York, I’ve seen firsthand how exasperatingly difficult it has been for principals to oust abusive, incapable or negligent teachers who are protected by a powerful union.”
The issue of firing teachers has been poorly framed. It’s usually described as an issue of getting poor teachers out of the classroom in order to improve overall quality of instruction. That’s important, of course. But how big a difference is this really going to make to American education as a whole? If you had a perfect diagnostic to evaluate teachers, how many would you dismiss tomorrow? One percent? As many as three percent? If you had a perfect diagnostic and dismissed incompetent teachers the students in their classrooms (and their colleagues down the hall) would be glad. But the impact on the overall national quality of instruction would be minimal. Such dismissals could, however, make a dramatic difference in the public’s perception of the profession.
If bad teachers were fired the public would see that (1) bad teaching is not tolerated by teachers and (2) teachers unions protect the profession of teaching, as well as individual teachers.
Some mistakes will be made, given that the diagnostic process is not perfect, but mistakes are already being made. Errors are inevitable. Right now they are all errors in which bad teachers are retained.
In a previous post, I encouraged the teachers unions to take on this task. I suggested that if the unions did not devise a mechanism by which to regulate the profession, someone else would do it for them. In President Obama’s speech of March 10, 2009, he said “But let me be clear: If a teacher is given a chance or two chances or three chances but still does not improve, there’s no excuse for that person to continue teaching.” Change may well be coming.
Who is going to evaluate whether or not a teacher has improved? What features will contribute to the evaluation, and how will they be measured? What will be the minimum standard of performance? Although I hope and expect that they will welcome input from thoughtful outsiders, I think that teachers, through their unions, must seize control of this decision-making process. Part of professionalism is regulation of the profession by its practitioners.
Thus, my first suggestion for teachers to gain more respect is this: regulate your own profession.
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Dan Willingham, author of Why Don’t Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for Your Classroom, typically posts on the first and third Mondays of each month.