Comments on: Bellying Up To The Bar – Again. Why A “Bar Exam” For Teachers Misses The Point

By: Lsully

Lsully — Thu, 07 Feb 2013 06:47:47 +0000

I can not help but chuckle at the entire concept here…
If public school educators, hypothetically, receive training/preparation in line with the rigor of medical doctors and attorneys, will we also receive monetary compensation which matches these professions?

By: Jeneane Noble

Jeneane Noble — Thu, 06 Dec 2012 02:31:14 +0000

I enjoyed reading the author’s insight of the induction of yet another exam for teachers. I especially am intrigued by the suggestion of actual teaching as a credential. I think more than a few teachers viewed actually teaching a lesson might be found less than proficient. The question is “Why isn’t this technique commonly used?”. In cosmotology, the candidates must pass a written test as well as a clinical where they perform each practice in front of judges. All professional athletes are viewed playing thier sport before being chosen. Teaching is such a hands on profession, it amazes me we don’t see this more.

By: Grant Popp

Grant Popp — Thu, 06 Dec 2012 01:43:20 +0000

Minnesota has a series of tests that teachers are required to pass to be licensed. There is a basic skills test, a pedagogy test, and a content area test. I think the pedagogy test could help eliminate a few people who may not be qualified and the content area test definitely ensures that potential teachers know their subject, but it is hard to say that it shows if teachers will be successful in the classroom. I would be confident saying that many of the reasons behind the test are political, especially considering that most applicants taking the basic skills test recently graduated from college and are required to pay to take a high school level test. I think the money would be better spent by having additional mentoring programs. Administrators don’t have the time to do frequent and thorough evaluations, so having another experienced teacher observe an average lesson from time to time can really help improve instruction.

By: J. D. Salinger

J. D. Salinger — Wed, 05 Dec 2012 23:46:07 +0000

“If we are to have a guild model, then better for 6-12 teachers to have the NSTA, NCTM, and the like to offer any exam. ”

NCTM? No, those standards caused more problems than they solved.

By: Liz Dunning

Liz Dunning — Wed, 05 Dec 2012 18:00:32 +0000

Thank you for your thoughtful reflections on the blog posted by Harriet. Teachers, we would argue, have a greater challenge than doctors in many ways: they see many more than one student simultaneously; they must mediate both group and individual learning; and they see students every day for protracted periods. These realities expand exponentially the professionally sound—and high stakes—judgments teachers must make from minute to minute, day to day.

We refer to the medical clinical approach to preparation as a metaphor to convey the complexity of the knowledge and skills high quality teaching requires. There is consensus on the demonstrated skills and attributes present in high quality instructional practice. In addition to strong pedagogical knowledge, great teachers must also be masters of their individualized content area. Like virtually all other highly effective professionals, great teachers must be able to take what they know and apply it in real-time to ever-changing and often high-stakes situations and relationships.

The professional rounds model is meant to provide a structure to the observation of a teacher, acknowledging and leveraging what we know about high-quality instruction, and helping to ensure high-quality and actionable feedback. We have seen it used effectively across several different schools and school districts.

For a helpful guide to anyone wishing to explore further dimensions of effective teaching and the rigor involved in preparing and supporting teachers throughout their careers , we would refer your readership to the 2005 edited volume by Linda Darling-Hammond and James Bransford, “Preparing Teaching for a Changing World: What Teachers Should Learn and Be Able to Do.”

Liz Dunning & Rudy Careaga
The NEA Foundation

By: Joel Patterson

Joel Patterson — Wed, 05 Dec 2012 01:09:40 +0000

I’ll argue against you on this, Mr. Miller. I’m a 12 year veteran of public high schools in Houston, Seattle, and Cambridge, and many of the best lessons & techniques I use were provided to me by more experienced teachers, who were/are union members. The institutional knowledge of how to help children learn is already in the unions. It would be a good thing for unions to adapt and provide channels for the knowledge of more experienced teachers to guide the newbies.

By: Jeffrey Miller

Jeffrey Miller — Mon, 03 Dec 2012 22:47:25 +0000

The unions are there as labor negotiators and represent teachers in that capacity–I would not want them meddling in teacher preparation. If we are to have a guild model, then better for 6-12 teachers to have the NSTA, NCTM, and the like to offer any exam. What about an MCAT/LSAT type test. Or, just require a Master’s as in Finland? Why, just think of the money-making possibilities of MA schools suddenly appearing out of nowhere. The reform crowd should like that.