Raising the Bar for Teaching

The past year has seen the emergence of a broad consensus on raising the standards for entering the teaching profession. The NEA, AFT, and Council of Chief State School Officers all have said they want higher entry standards. Such an exam would be modeled after other professions and is a potential game changer. If sufficiently rigorous, the exam could change who is drawn into teaching, develop a more consistent, higher level of skill across all teachers, improve student outcomes, and greatly increase public regard for teachers and teaching. Over time these changes could lead to increased respect for teachers, improved results for students, potentially higher pay, and, in the long run, greater desire by talented people to join the profession.

A rigorous board exam for teachers could change who is attracted to the profession, develop a more consistent and higher level of skills among teachers, improve student outcomes, and greatly increase public regard for teachers and teaching.

During a visit to Ontario several years ago, one of the authors asked a young math teacher if becoming a teacher in Canada was really as difficult as policy makers made it out to be. Yes, he said, adding that many of his college friends who wanted to become teachers couldn’t get accepted into a teacher preparation program.

“But,” he added, “there is a loophole.”

What’s that?

To read more, visit Phi Delta Kappan.