27 January 2004

 

Teacher Certification Turf War Hits Texas

 

 

A major battle is raging across the United States and the frontline of that battle has arrived in Texas. The issue at stake is teacher certification and a proposal to allow degreed specialists to teach their specialty to our Junior High and High School students is under attack. Since it is self-evident that a teacher must know the subject that they are to teach—what’s all the fuss about? And why is it that it is teachers and professors of teachers raising all the fuss? The answer is simple; the proposal establishes a route to certification that bypasses their education schools.

 

The initial skirmishes in the state legislature last session ended with the proposal being blocked, but it has now received new life, being narrowly passed by the non-elected State Board of Educator Certification (SBEC).  On February 27th it must be approved by the elected State Board of Education (SBOE) which has veto power over SBEC rules. It should be approved. However, teacher professional organizations and colleges of education special interests are pressuring the SBOE to block this rule. These special interests are actively organized to defend their turf; they claim that their training in classroom management and pedagogy is indispensable to be an effective teacher.

 

But, what is the absolute indispensable requirement to be an effective teacher? Over one hundred years ago, educational pioneer leader John Gregory in The Seven Laws of Teaching, 1884, answered this question. He does not just play lip service to the importance of knowing the subject but he insisted that knowledge of the lesson was the indispensable requirement. 

 

 “That we cannot teach without knowledge seems too simple for proof. How can something come out of nothing, or how can darkness give light? What a man does not know he cannot teach successfully.

 

The power of illustration—a most important tool in the teacher’s art—comes only out of a clear and familiar knowledge .The unknowing teacher is like the blind trying to lead the blind with only an empty lamp to light the way.”

 

 The “ earnest feeling of truths clearly conceived is the secret of the enthusiasm so much admired and praised in a teacher …”

 

“Instead of a feeling of subservience to his textbook, the teacher who knows his lesson as he ought is at home in his recitation, and can watch the efforts of his class and direct with ease the trend of their thoughts. He is ready to recognize and interpret their first glimpses of truth; to remove the obstacles from their path, and to aid and encourage them “

 

 

Teacher professional organizations and colleges of education argue that our students will be harmed if untrained teachers (by them) enter the classroom; they see their own professionalism as being challenged; they claim that this is an “end around” the legitimate legislative process; and they are concerned that this will only create a “revolving door” of people quickly in and out of the teaching profession.

 

First, the rule does contain safeguards to prevent poor teachers from entering the system and harming our students. Local districts will have total control over who they let it in the classrooms and who they allow to continue in the classroom. This is good because while knowing the subject matter is an indispensable requirement, it is not a sufficient one.

 

Second, a teacher’s professional status is not acquired by learning the latest pedagogic fad or current political correct opinion; it is acquired by experience and success in the classroom where they exercise their individual gifts in the development of children. This is where the teacher earns their professional respect. Actually, this rule is a refreshing change from the current 24 year rising tide of increasing state prerogatives over our children’s education, it treats our local school boards, superintendents, principals and teachers with respect and gives them credit that they can run their schools. It should be noted that the fall of respect for teachers parallels the rise of the role of the state in our children’s education.

 

Also, though the rule offers a certification path that does bypass the education school’s monopoly, this rule should not really threaten their professionalism. Assuming that their courses of study add value, their expertise will pay off in the end by college students seeking out their courses and by school districts seeking out their graduates. They should have nothing to fear.

 

Thirdly, as for the bypassing of the legislative process, this argument would be a lot stronger except the legislature itself established SBEC and gave it rule making authority for situations such as this.

 

Finally, we already have a “revolving door” in the teaching profession. Texas has more certified teachers than teaching slots; the problem is they are not teaching. Our current certification rules have not solved this problem. The fact is that there are some quality potential teachers in our communities and here is an opportunity that can bring them into the profession and our children’s classroom.

 

The stakes for children in Texas have been raised; our students need access to knowledgeable teachers now. This SBEC rule allows districts to give students immediate help. What is the alternative? The special interests solution is to just wait and in the meantime, pour out more of our tax dollars to fund their educational certification monopoly.

 

While I am not a professional educator, and there are many nuances of teaching that I do not claim to understand, I do know that “What a man does not know he cannot teach successfully.” Therefore, give our local districts true local control, so they can hire teachers who by their knowledge of the subject matter are already naturally endowed, as Gregory argues, with enthusiasm, the power of illustration, and the power of perception that can remove obstacles from our students’ path to success.

 

 

Don McLeroy

Member, State Board of Education

3707 Tanglewood

Bryan, Texas 77802

979-255-2538