Roosevelt | Prop. 74: Teacher Quality: Not an Issue of Time

Prop. 74: Teacher Quality: Not an Issue of Time

Since the passage of No Child Left Behind in 2002, the quality of our teachers has become an issue of increasing concern for legislators, parents, and education advocates across the country. The term "highly qualified teacher" has become a buzzword among school board members and district leaders, causing many to reconsider what constitutes a good educator.

The issue of teacher competency has recently fallen under particular scrutiny in California, due to lackluster test scores and falling national rankings in math and reading. Our public education system, which was among the nation's best 30 years ago, now ranks among the nation's worst.

In an attempt to solve the issue of declining teacher quality, Governor Arnold Schwarzenegger has proposed Proposition 74 for the November special election. If passed, Prop. 74 would increase the time it takes California public school teachers to gain tenure from two years to five years.

Prop. 74, though seemingly beneficial to promoting teacher quality, fails to take into account the intricacies of teacher-specific tenure. Unlike the collegiate concept of tenure--in which tenured professors are nearly impossible to remove regardless of claims made against them--teacher tenure, also known as permanent status, simply guarantees teachers the right to a review and due process before they are removed from their position. The rationale behind teacher tenure--a concept developed over the past 30 years--is to protect teachers from vulnerability to political issues, patronage, and dismissal due to pregnancy or marriage.

Prop. 74 is not likely to increase teacher quality. It is, however, likely to push new, highly qualified teachers away from employment in California. Without the protection of permanent status, our teachers will begin to look for jobs in other state--states that provide higher salaries, better working conditions, and a more supportive working environment.

Furthermore, increasing the probationary period does not address the root of the problem of teacher quality: a lack of guidance and support for new teachers. Prop. 74 does not provide teachers with this guidance and support; it jeopardizes their job status. Prop. 74 will not improve the quality of instruction or the achievement of California�s students.

California should seek to strengthen its teacher mentoring and evaluation system in order to better prepare and support new and even experienced teachers. By encouraging teacher collaboration and evaluation, the state will enhance the quality of pedagogy and the professional environment of schools.

We need a broader agenda for strengthening our public schools. In order to truly compete in the labor market for teachers, California needs to increase the financial appeal of the teaching profession. Without greater incentives, teachers will continue to opt to work in states that offer much higher salaries, such as New York and Connecticut. The financial draws of other states--including mortgage assistance, student loan forgiveness, and signing bonuses--are more likely to solidify teacher quality and bolster achievement than are extended probationary periods.

The only stumbling block to improving California's education system is our government's focus on incremental and ineffective changes like Prop. 74. Until we begin to focus our efforts on the fundamentals of education, including pedagogy and teacher compensation, we will not see the achievement our children are capable of reaching in their classrooms or in their test scores.