Continued employment should be earned

By JIM BREWER

While not speaking for the Board of Education or the Public School System leadership, I do have some insight into the problems posed by PRAXIS. Teacher Rep. Ambrose Bennett makes a good point that we are going to have a very difficult time getting a 100-percent pass rate on both tests. Likewise, it is possible we might have some “substitute” grade teachers next school year. After that, Bennett’s analysis is flawed. A recent survey shows three of our staff passed both tests. I do not believe Hopwood Junior High School is alone in this regard. Yes, there was a way for states to define “highly qualified,” including portfolios and developing their own tests. Bennett’s “proof,” as illustrated by Tennessee’s model, fails to show how “objective” their definition is. As a matter of fact, national studies have concluded that states using this ”in-house” model have not actually ensured that their teachers are “highly qualified” but rather lowered the bar in a sham attempt to meet NCLB requirements. Surely Bennett is not suggesting that?

While passing PRAXIS may not ensure a teacher is “highly qualified,” at least it will indicate knowledge of the curriculum. Reviewing a teacher’s portfolio won’t do that. Of more importance to Bennett’s argument is that tenure will somehow ensure teachers are highly qualified. I have not seen his proposal, but based on his statement it must include provisions for continuing education credit at the university level (as in California), salary and retention based on a measured increase in student achievement per teacher (as in Denver), acceptable attendance, high participation in extra-curricular activity, documented interaction with parents, timely submission of grades and other reports, good lesson planning delivered as “advertised” and any number of other elements “tenured” teachers display. If he wants to cite national models, then put their provisions into his tenure proposal. Without these provisions his proposed tenure is just a tool to ensure mediocrity. What Bennett wants is acquiescence to the idea of tenure so he can do battle with the “mighty” BOE to champion the little guy’s cause.

His argument that job security through tenure will give us highly qualified teachers misses the mark also. Longevity, except for grandparents, does not ensure anything. Take for example a second-term governor or president. Do they actually make historic “progress” during the last years or are they managed as the “lame ducks” they are by the legislature(s)? Generally the latter. It follows then there is no assurance that long-term teachers who are secure with tenure will become better or more highly qualified. How does Bennett propose to objectively measure that?

Bennett wants job security based on a union model waning in credibility and popularity. The professionals at HJHS understand and accept they will make it or break it based on their own skills and effort, not the $40 in dues. This is being illustrated by the relative success of GM and Toyota. How does Bennett answer the question “What about the long-term teacher who is doing a good job?” How is that “good job” measured? I am sure that in the small part of his day devoted to teaching, he encounters scores of students without basic skills. How does this relate to doing a good job? Should teachers who consistently promote 6th, 8th or 10th grade students with 4th grade skills be called “highly qualified”? The closer students get to high school graduation, the harder it is to bring skill levels up to “par”. Over half of the “students” taking the training at the new dialysis center failed! Why do 35 percent of U.S. universities offer “bonehead” math and English? I bet all community colleges and state schools do. The accelerated pace of instruction and achievement in place at HJHS is pressure packed. Over- and under-achieving, as well as SpEd, students and their parents do not complain but in fact take pride in being part of the process. Something has to be done, Mr. Bennett.

A lot of teachers planted into the system through tenure will take root and vegetate, all the while singing “I’m On The ROAD” (retired on active duty). How should we weed them out? The hoe of accountability, credibility, professionalism and objective measures of skill (PRAXIS) will start the job. Teaching is about turning out a marketable product in an extremely competitive world. To do so, the manufacturer must have the best and sharpest tools on the work bench. Working in the failed paradigm of unions/tenure has pulled national achievement so low it should be embarrassing to Bennett. Instead, Bennett should be touting the CNMI’s “other” model. If you can find a door, get outside the box and try something progressive. How about this: Meet the PRAXIS requirement and trumpet being highly qualified. Having then met the mark, come back to the table with a product. Ensuring continued employment is not the answer. Earning continued employment is. PRAXIS is not a panacea, but nether is it Pandora’s Box.

(Jim Brewer is the principal of Hopwood Jr. High School.)