The High Cost of Low Teacher Salaries | A New Measure for Classroom Quality |
By DAVE EGGERS and NÍNIVE CLEMENTS CALEGARI, Op-Ed Contributors, New York Times | http://nyti.ms/lKkv8lApril 30, 2011 | San Francisco - WHEN we don’t get the results we want in our military endeavors, we don’t blame the soldiers. We don’t say, “It’s these lazy soldiers and their bloated benefits plans! That’s why we haven’t done better in Afghanistan!” No, if the results aren’t there, we blame the planners. We blame the generals, the secretary of defense, the Joint Chiefs of Staff. No one contemplates blaming the men and women fighting every day in the trenches for little pay and scant recognition. And yet in education we do just that. When we don’t like the way our students score on international standardized tests, we blame the teachers. When we don’t like the way particular schools perform, we blame the teachers and restrict their resources. Compare this with our approach to our military: when results on the ground are not what we hoped, we think of ways to better support soldiers. We try to give them better tools, better weapons, better protection, better training. And when recruiting is down, we offer incentives. We have a rare chance now, with many teachers near retirement, to prove we’re serious about education. The first step is to make the teaching profession more attractive to college graduates. This will take some doing. At the moment, the average teacher’s pay is on par with that of a toll taker or bartender. Teachers make 14 percent less than professionals in other occupations that require similar levels of education. In real terms, teachers’ salaries have declined for 30 years. The average starting salary is $39,000; the average ending salary — after 25 years in the profession — is $67,000. This prices teachers out of home ownership in 32 metropolitan areas, and makes raising a family on one salary near impossible. So how do teachers cope? Sixty-two percent work outside the classroom to make ends meet. For Erik Benner, an award-winning history teacher in Keller, Tex., money has been a constant struggle. He has two children, and for 15 years has been unable to support them on his salary. Every weekday, he goes directly from Trinity Springs Middle School to drive a forklift at Floor and Décor. He works until 11 every night, then gets up and starts all over again. Does this look like “A Plan,” either on the state or federal level? We’ve been working with public school teachers for 10 years; every spring, we see many of the best teachers leave the profession. They’re mowed down by the long hours, low pay, the lack of support and respect. Imagine a novice teacher, thrown into an urban school, told to teach five classes a day, with up to 40 students each. At the year’s end, if test scores haven’t risen enough, he or she is called a bad teacher. For college graduates who have other options, this kind of pressure, for such low pay, doesn’t make much sense. So every year 20 percent of teachers in urban districts quit. Nationwide, 46 percent of teachers quit before their fifth year. The turnover costs the United States $7.34 billion yearly. The effect within schools — especially those in urban communities where turnover is highest — is devastating. But we can reverse course. In the next 10 years, over half of the nation’s nearly 3.2 million public school teachers will become eligible for retirement. Who will replace them? How do we attract and keep the best minds in the profession? People talk about accountability, measurements, tenure, test scores and pay for performance. These questions are worthy of debate, but are secondary to recruiting and training teachers and treating them fairly. There is no silver bullet that will fix every last school in America, but until we solve the problem of teacher turnover, we don’t have a chance. Can we do better? Can we generate “A Plan”? Of course. The consulting firm McKinsey recently examined how we might attract and retain a talented teaching force. The study compared the treatment of teachers here and in the three countries that perform best on standardized tests: Finland, Singapore and South Korea. Turns out these countries have an entirely different approach to the profession. First, the governments in these countries recruit top graduates to the profession. (We don’t.) In Finland and Singapore they pay for training. (We don’t.) In terms of purchasing power, South Korea pays teachers on average 250 percent of what we do. And most of all, they trust their teachers. They are rightly seen as the solution, not the problem, and when improvement is needed, the school receives support and development, not punishment. Accordingly, turnover in these countries is startlingly low: In South Korea, it’s 1 percent per year. In Finland, it’s 2 percent. In Singapore, 3 percent. McKinsey polled 900 top-tier American college students and found that 68 percent would consider teaching if salaries started at $65,000 and rose to a maximum of $150,000. Could we do this? If we’re committed to “winning the future,” we should. If any administration is capable of tackling this, it’s the current one. President Obama and Education Secretary Arne Duncan understand the centrality of teachers and have said that improving our education system begins and ends with great teachers. But world-class education costs money. For those who say, “How do we pay for this?” — well, how are we paying for three concurrent wars? How did we pay for the interstate highway system? Or the bailout of the savings and loans in 1989 and that of the investment banks in 2008? How did we pay for the equally ambitious project of sending Americans to the moon? We had the vision and we had the will and we found a way.
| By R. BARKER BAUSELL, Op-Ed Contributor, New York Times | http://nyti.ms/jw9GolApril 30, 2011 | Baltimore - OF all the goals of the education reform movement, none is more elusive than developing an objective method to assess teachers. Studies show that over time, test scores do not provide a consistent means of separating good from bad instructors. Test scores are an inadequate proxy for quality because too many factors outside of the teachers’ control can influence student performance from year to year — or even from classroom to classroom during the same year. Often, more than half of those teachers identified as the poorest performers one year will be judged average or above average the next, and the results are almost as bad for teachers with multiple classes during the same year. Fortunately, there’s a far more direct approach: measuring the amount of time a teacher spends delivering relevant instruction — in other words, how much teaching a teacher actually gets done in a school day. This is hardly a new insight. Thirty years ago two studies measured the amount of time teachers spent presenting instruction that matched the prescribed curriculum, at a level students could understand based on previous instruction. The studies found that some teachers were able to deliver as much as 14 more weeks a year of relevant instruction than their less efficient peers. There was no secret to their success: the efficient teachers hewed closely to the curriculum, maintained strict discipline and minimized non-instructional activities, like conducting unessential classroom business when they should have been focused on the curriculum. And both studies found that the teachers who taught more were also the teachers who produced students who performed well on standardized tests. Such insight is relevant to almost all the difficulties facing reformers trying to translate test results into useful policies. For example, it means that administrators don’t have to wait until test scores are evaluated, usually at the end of the year, by which time students have already fallen further behind. They could simply videotape a few minutes of instruction a day, then evaluate the results to see how much time teachers spent on their assigned material and the extent to which they were able to engage students. Indeed, the very process of recording classroom instruction would probably push some underperforming teachers to become more efficient. A focus on relevant instructional time also implies several further reforms: Lengthening the school day, week and year; adopting a near-zero-tolerance policy for disruptive behavior, which classroom cameras would help police; increasing efforts to reduce tardiness and absenteeism; and providing as much supplementary and remedial tutoring (the most effective instructional model known) as possible. Nor are these particularly difficult policies to put in place. Many schools around the country, particularly charters, already use some or all of them. But focusing on the amount of instruction, and its efficiency, also points toward more ambitious steps. Decades of research have shown that student achievement doesn’t derive solely from the classroom: one famous study, by the psychologists Todd Risley and Betty Hart, found that children of professional families had eight million more words directed at them per year from ages 1 to 3 ½ than children from poorer families. To make up for that difference, schools could make online tutoring programs covering the entire elementary school curriculum available, both in school and at home. This approach could mimic the characteristics that make human tutoring so effective, including the ability to immediately ascertain what a student needs to learn, to tailor instruction to those needs, and to provide immediate feedback regarding student progress. We may never find better teachers by looking only at standardized test results. Instead, we need to make sure that students receive as much instruction as possible from those teachers they do have.
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Monday, May 02, 2011
THE HIGH COST OF LOW TEACHER SALARIES + A NEW MEASURE FOR CLASSROOM QUALITY
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