Creating a New Teaching Profession

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Urban Institute, Eds. Dan Goldhaber and Jane Hannaway, April 2010

Summary
Studies show that teachers are the most important schooling factor in whether or not a student achieves in the classroom. In this new book, Goldhaber and Hannaway set forth a range of ideas for strengthening the teaching corps—from a selective, portable national teaching credential to a revamped retirement system. The book suggests that coherence and coordination are key: smart hiring, for instance, needs to be supported by smart salary policies. Whereas current school policies tend to treat all teachers as interchangeable, the book advocates the creation of more specialized, differentiated teaching positions and a more flexible, performance-based pay scale.

CT Context

By passing SB 438 in May to make student performance a factor in teacher evaluations, Connecticut’s state legislature took a major step toward identifying and rewarding teachers who can raise student achievement. The 2010 New Haven teachers’ contract also shows important progress: supported by unions, the contract revamps the evaluation system to include student achievement growth as one of several factors to be included in teacher evaluations. The contract also establishes school-wide performance bonuses in addition to the normal salary schedule. However, if we want to close our unacceptable achievement gaps and boost performance statewide, we need to ensure that student achievement is the primary factor in teacher evaluations, and attach consequences for teachers whose students don’t achieve. We’ll also need inventive ways to bring great teachers to our classrooms and keep them there.


Source: The Connecticut Coalition for Achievement Now (ConnCAN), an advocacy organization building a new movement of concerned Connecticut citizens working to create fundamental change in our education system.

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