To the Editor: The merit-pay part of the Ohio collective bargaining law, if it had not been voted down last week, would have made the children in a teacher's class like numbers in the stock market ("Ohio Voters Reject Law Limiting Teachers' Collective Bargaining,"Nov. 8, 2011). The similarity would be that a number score would determine whether you keep your job or get a raise, just like a stock going up or down. The students' future or attitude or interest toward education would become irrelevant.
Their letter is historic. It's the first time that a large number of administrators have spoken out in opposition to bad ideas. It represents hundreds of educators who are willing to stick their necks out, hundreds of educators wiling to speak truth to power, hundreds of educators who put their name on a statement to the state's highest education officials, with this simple message: "Stop! What you are doing is wrong. What you are imposing on us is untested. We believe it will be harmful to our students."
Florida's largest teachers' union is suing to block a new state law that eliminates tenure for new hires and links educators' compensation to student achievement.
On August 11, I had the opportunity to meet with Chicago Public Schools' new CEO Jean-Claude Brizard on his listening tour. Brizard and Dr. Noemi Donoso, his Chief Education Officer, spent more than an hour discussing education reform with me and several classroom teachers selected for the two-year Teaching Policy Fellowship by Teach Plus. For years I had been talking about education reform in theory, but as Brizard continued to solicit our thoughts on upcoming initiatives, I sensed for the first time that change was actually coming to Chicago Public Schools.
Four out of 10 new public school teachers hired since 2005 came through alternative teacher-preparation programs, according to a survey just released by the National Center for Education Information. That's up from 22 percent of new teachers hired between 2000 and 2004.
School-level incentives for teachers are potentially more effective than individual incentives, according to a pair of researchers who spoke yesterday at an education-policy symposium in downtown Washington.
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