Professional. Professional licensing. Professional growth. These three concepts attach to every teacher in public education. The first term is a definition. The second is a status. The third term is the heart of professionalism. Most teachers, however, enjoy the accouterments of a professional loosely. The continuing education of a professional teacher should not be left to happenstance or the managed events of governmental regulation; too much is at risk.
The definition.
By traditional definition, a teacher is a professional. A teacher must be trained as an educator by a certified educator preparation program, typically a college or university with a school of education. To qualify for a teacher endorsement as part of a degree program a prospective teacher must demonstrate the requisite knowledge and skills for their specific teaching degree. Teachers are college-educated. There was a widespread movement in the 198os to have teachers, like doctors, dentists, and lawyers, display their academic diplomas on a classroom wall to display proof of their professional training.
“A professional is a member of a profession. The term also describes the standards of education and training that prepare members of the profession with the particular knowledge and skills necessary to perform the role of that profession. In addition, most professionals are subject to strict codes of conduct enshrining rigorous ethical and moral obligations. Professional standards of practice and ethics for a particular field are typically agreed upon and maintained through widely recognized professional associations. Some definitions of ‘professional’ limit this term to those professions that serve some important aspect of public interest and the general good of society.
In some cultures, the term is used as shorthand to describe a particular social stratum of well-educated workers who enjoy considerable work autonomy and who are commonly engaged in creative and intellectually challenging work.”
http://en.wikipedia.org/wiki/Professional
The status.
Each teacher must hold a valid teaching license issued by the state in which he or she teaches as a requirement for employment. In Wisconsin, the Department of Public Instruction issues teaching licenses. An initial license is issued based upon the verification of training by the teacher’s educator preparation program. Subsequent licenses are based upon state-defined programs of professional maintenance.
“Requirements to renew a license or permit depend on the type of license an applicant holds or held and when the educator completed his/her educator prep program.
In general, those who completed after September 1, 2004, must complete a verified, multi-year Professional Development Plan (see http://tepdl.dpi.wi.gov/pdp/professional-development-plan).
Educators who completed their program before September 1, 2004, can choose either to complete a verified PDP or to take six semester credits from a regionally accredited college or university. Continuing Education Units (CEUs) cannot be used in place of credits for license renewal. Emergency licenses/permits have separate requirements for renewal (see http://tepdl.dpi.wi.gov/licensing/emergency-license-and-permit).”
http://tepdl.dpi.wi.gov/licensing/license-or-permit-renewal
Licenses are renewed for five-year intervals. Prior to the completion of a current license, a teacher wanting to renew a license must complete a PDP or credit program and submit verifications to the DPI. Setting aside the theory of professional development plans for the purpose of license renewal aside, most teachers approach PDPs like credit-based courses. They are hurdle-type events to be accomplished in order to renew a license. As hurdle-events, professional development must be constructed for the purpose of verification by a PDP committee or a course instructor. The professional development of a PDP is a distant remove from the professional growth a practicing teacher needs in order to remain a professional.
The future
Assume that a first-year teacher is well-trained and ready to begin instructing children. Good to go. However, a teacher’s readiness to teach is as tenuous as the lifespan of a good laptop computer. Initially, learned teaching skills and dispositions and the most up-to-date laptop serve very well. Teaching skills and laptop software would continue to serve well for a long time if time and life stood still and happenstance was held at bay. “State of the art’ has a very short half-life. Very soon the original applications on the laptop must be updated or replaced with newer, more powerful and more contemporary applications. Similarly, educational practices must be constantly reconsidered for their effectiveness is causing every child to learn. It is the learning that drives education, not the perpetuation of a curriculum or pedagogy.
Professional growth requires a teacher to
- Be aware of what is happening broadly in the world of education. This is an awareness of trends and fads, controversies and institutional challenges, politics and finances. A professional must be continuously informed regarding her profession and able to discuss relevant issues with non-professionals.
- Understand how the key issues in the world education apply to the teacher’s school. Some issues remain distant while others bang the school house door. Discernment based upon an informed point of view allows a professional take an active role in shaping local public education.
- Become engaged and participatory in the discussion of how pedagogy affects valued or politically-important educational outcomes. Given enough time, effective pedagogy, and appropriate resources, teachers can cause children to learn anything. Pedagogy is the teacher’s professional tool box.
- Participate in strategies that will achieve measured improvement in true educational outcomes. Some of these outcomes may be institutional, but most reflect the learning achievements of children. Professionals understand strategies, outcome targets, measurements, and how their personal work contributes immediate and longer-term educational goals.
These four criteria are well beyond the duration of a teacher’s initial preparation and relicensing requirements. The criteria also are well beyond the scope of how most teachers view their current professionalism.
The reality of work life is that most teachers today commit 8 to 10 hours each day to teaching and supervising children. Class time teaching comprises the majority of this time, but because teachers are universally responsible for children, duties begin well before the first bell and last long after the last bell. Teachers are committed to 2 to 5 hours each day to other school duties, extracurricular assignments, committee work, parent meetings, and instructional preparation. Most teachers use 1 to 2 hours each day for commuting between home and school. This leaves several hours for meal preparation, home responsibilities, and family life. And, sleep. Only the naïve believe that teachers with these daily commitments are actively engaged their own continuous professional growth during the school year. However, professional teachers must be.
Educational leadership at the local and regional levels must find strategies to assist all teachers with their professional growth. The best strategies for assisting others with their professional growth call upon the best instructional practices.
- Have clear professional growth targets, including academic and pedagogical achievement.
- Understand what is educationally important versus that which makes the nightly news report about the “ain’t it awfuls” in education. Focus on the important things.
- Make professional growth personal – I am here to help you. Professional relicensure can be impersonal; professional growth must be personal.
- Chunk learning so that it can be consumed by a “heavily time committed” teacher; but be persistent in delivering consumable chunks. Too busy is not a reason to avoid professional growth.
- Take the long view for affecting change. Theories of reinforcement and application really do work.
- Use measured effects. Take systematic measurements to reinforce movement toward desired change. Discuss measurements in a clinical yet personal way.
- Celebrate achievement. Teaching is a “closed environment” profession and public appreciation of accomplishment renews professional pride and constancy.
Professional growth is an investment in the most valuable resource schools have for affecting child learning – professionally trained, professionally licensed, and professionally growing teachers.