Q: Is the White House Push for Alternative Teacher Certification Good for Students? Yes: It Helps Qualified People Become Teachers without the Expense and Delay of the Traditional Process

By Morrow, Laurie; Morrow, Edward | Insight on the News, November 24, 2003 | Go to article overview

Q: Is the White House Push for Alternative Teacher Certification Good for Students? Yes: It Helps Qualified People Become Teachers without the Expense and Delay of the Traditional Process


Morrow, Laurie, Morrow, Edward, Insight on the News


Byline: Laurie Morrow and Edward Morrow, SPECIAL TO INSIGHT

Suppose you are an engineer who has been pink-slipped by your Silicon Valley high-tech firm. Furthermore, suppose that you have a mathematics degree and an interest in teaching. And finally, suppose that there's a shortage of math teachers. The solution to this particular equation would seem to be that you become a math teacher. If you put down this answer in life's exam book, however, you will flunk the course at least if Big Education is doing the grading.

Notorious for ferociously defending the public-school monopoly by opposing school vouchers, Big Education the schools of education, the education bureaucrats and, especially, the gargantuan National Education Association (NEA) also fanatically opposes permitting qualified people to become teachers without passing down Big Education's assembly line, lest its domination of education be weakened.

The Bush administration eyes alternative certification differently. The academic performance of American children has been getting lousier and lousier when compared with previous generations or the children of other nations even less-developed nations. President George W. Bush campaigned on a promise to do something about this. Unlike many politicians who have made similar promises, he has followed through after being elected. In 2001, with bipartisan support, the No Child Left Behind Act was passed and signed by Bush. One of its reforms is support for alternative certification, with the American Board for Certification of Teacher Excellence (American Board) singled out as an approved provider.

The American Board immediately was targeted for a campaign of disinformation by Big Education. In an amazing case of the pot calling the kettle black, Big Ed charged that the American Board wanted to eliminate other routes to certification. This isn't the case. The American Board is striving to offer an additional route that requires rigorous knowledge of the subject to be taught. The American Board also promotes teaching methods that are empirical and based on science rather than on guesswork. It further believes that the evaluation of a teacher's performance should include an assessment of the progress made by the teacher's students.

People outside the academic world wrongly assume that teachers are evaluated, promoted and paid according to how much they know about their subject and how well they transfer this knowledge to their students. In some schools this may be the case. The norm, however, is to advance teachers according to the number of years they've spent on the job with virtually no effort to identify good teaching. It would be convenient and comforting if seniority always produced better educators, but this is an unproven assumption. Some of our best teachers are new teachers who haven't been frustrated by years of enduring Big Education's dispiriting bureaucracy and lack of support for educators who actually try to educate. Some of our worst teachers are those who have been ground down by Big Education's rigidity and self-serving preference for presenting the appearance of education over its actuality. Big Education exacerbates the situation by not removing or improving teachers who can't teach. The result is that our schools have more than a few burned-out, bitter, bored or incompetent teachers marking time until retirement.

Advancement through seniority and the protection of incompetence are old union principles; Big Education's biggest component is the NEA, a trade union. Such policies might be tolerable in a factory where union demands must fit market realities, but we need a better paradigm for our children. The American Board has set out to improve this situation by developing new means for credentialing qualified teachers and new ways for principals and parents to identify the best teachers.

Who will be interested in American Board certification? …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Q: Is the White House Push for Alternative Teacher Certification Good for Students? Yes: It Helps Qualified People Become Teachers without the Expense and Delay of the Traditional Process
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.