Tomorrow's Teachers -- 2003

On the Hill

A Qualified Teacher in Every Classroom

It's the right goal. Will the new federal law get us there?

Politics aside, it would be difficult to find anyone who disputes the need for highly qualified teachers in every classroom. However, since the reauthorization of the Elementary and Secondary Education Act (ESEA) in January 2002, the controversy has grown over just how to get to that goal--a centerpiece of the new legislation. It's a situation that has everybody--from veteran educators to college deans and their students--concerned about the law's lasting impact on the teaching profession.

So, what makes a new teacher highly qualified under ESEA? State certification and at least a bachelor's degree are basic requirements. Elementary teachers must pass state tests in reading, writing, and math, demonstrating content knowledge and teaching skills. Middle and secondary educators must have majored in what they're teaching or pass a competency test. These requirements took effect last fall for teachers in high-poverty (Title I) schools and will apply to all teachers in 2006. But, to encourage professionals, skilled in their subject matter, to enter teaching, ESEA urges states to open up fast, alternative paths to certification.

"We don't question the importance of becoming highly qualified," says Dawn Shephard, national chairperson for the NEA Student Program and a 2002 graduate of North Carolina State University. "It's the ifs and unknowns that are bothering people."

As a dual business and marketing education major, Shephard graduated with the subject knowledge, student teaching experience, portfolio, and PRAXIS I and II scores that qualified her for North Carolina certification. But, she says, state regulations differ, so students worry about what happens if they graduate in one state, but teach in another.

June VanderVeen of NEA's Teacher Quality Department also worries about the certification exams, but not for the same reason. VanderVeen fears that ESEA, while appearing to raise standards, may actually prompt some states to "lower the bar" when defining "highly qualified." In their desperate rush to hire much-needed staff, states could write their own, easier tests and/or set lower passing scores on established exams, she says.

There's also a real concern that ESEA will result in an explosion of alternative certification pathways. Some, such as master's degree programs popular with second-career teachers, offer a good mix of field experience and theory, says Dorothy Harrell, NEA's ESEA coordinator. Others that emphasize on-the-job training "could put lots of unskilled people in the classrooms," she says.

Ultimately, colleges of education have to figure out their roles related to alternative licensure, says Kathy Lake, education division chair at Alverno College in Wisconsin. "If someone is rushed through an alternative certification program are they really as highly qualified as someone else with an education degree?"

VanderVeen expects students in teacher education programs may wonder why they should go through a full load of courses and student teaching when, under ESEA, alternatively certified people--with little or no teaching experience or education coursework--can walk into classrooms, make the same salaries, and get labeled highly qualified.

For VanderVeen, it's an issue of respect. "We want teaching to be a profession," she says. "Other established professions, like engineers, doctors, and airline pilots, don't have alternative routes. This is just a way of filling slots and keeping down salaries."

No matter what kind of preparation the new law allows, "teachers need a definite understanding of cognitive development and methods of assessment," says Harrell.

All the uproar hasn't dissuaded future teachers from enrolling in teacher education programs like Alverno's, says Lake. Students coming right out of high school often say they've always wanted to be teachers, she explains. "For our second-career students, most are coming back to a dream they once had--a dream they deferred," she says.

--Mary Anne Hess

Get Political

Looking for ways to influence the political process? Check out these tips:

• Register to vote. It's your right, so use it.
• Don't forget to vote. Sometimes issues, such as bond referendums or tax increases, must be approved by voters. Also, make sure you know when your legislator is up for re-election. If you attend college outside of your home state or district, request an absentee ballot.
• Keep up with education issues. Check out NEA Today, www.nea.org, and your state affiliate's website for the latest news.
• Know your legislators. You can contact federal and state legislators through the NEA Legislative Action Center at www.nea.org/lac. You can reach members of the U.S. Congress at www.house.gov/writerep/ and www.senate.gov/.
• Meet with your local, state, or national legislators about important education issues. You don't have to live in Washington, D.C., to reach your state's representatives and senators. All members of Congress have offices in their home districts where they can meet with constituents.
• Schedule your meeting in advance. Legislators' schedules tend to fill up quickly, so don't expect to just "drop by" for a meeting. Write or call ahead of time to request a meeting, making sure to state the purpose. Follow up a few days before your scheduled appointment.
• Be prepared. You probably will have only 15 to 20 minutes with your legislator, so express your views clearly and succinctly. Stick to talking points and share real-life stories. Make the issue personal, without exaggerating. Focus on the special needs of your school district or campus. Bring along fact sheets or literature to help make your case.
• Follow up. Always send a thank you letter after the meeting. Then, attend any legislative hearings, committee meetings, or town hall forums about your issue.

How qualified is qualified?

"Just because a person has expertise in a subject area and can pass a test doesn't mean he or she should be a certified teacher and deemed highly qualified. The law allows for that and I don't think that's the way to go."

--Dorothy Harrell
NEA ESEA Project Coordinator