Recently, Vern Williams shared his thoughts on "How to Raise the Status of Teachers" for The New York Times. Vern Williams teaches honors math at Longfellow Middle School in Fairfax County, Va. In 2006, was named to the National Mathematics Advisory Panel. Here are a portion of his comments:
"Until classroom teachers are allowed to make real decisions regarding curriculum, assessment, textbooks and professional development, the status of teachers will remain low.
What we, as teachers, need to do is take back our profession. Most teachers will take to the streets and protest over salaries, pensions and working conditions, but how many teachers would do the same if someone who has never taught their grade level or subject, imposed a new curriculum or demanded that certain pedagogy be followed? Until practicing classroom teachers are allowed to make real decisions regarding curriculum, assessment, textbooks and professional development, the status of teachers will remain low.
At the moment, our profession seems to be in the hands of politicians, researchers, special interest groups, school system bureaucracies, unions, technology companies and textbook publishers. Even though I highly respected the members of the National Mathematics Advisory Panel I served on, I was the only practicing K through 12 teacher on the panel. Why should bright high school students decide to become teachers if they suspect that everyone will make decisions concerning their profession except them?"
Read the Full Piece:
Let Us Teach!
"Until classroom teachers are allowed to make real decisions regarding curriculum, assessment, textbooks and professional development, the status of teachers will remain low.
What we, as teachers, need to do is take back our profession. Most teachers will take to the streets and protest over salaries, pensions and working conditions, but how many teachers would do the same if someone who has never taught their grade level or subject, imposed a new curriculum or demanded that certain pedagogy be followed? Until practicing classroom teachers are allowed to make real decisions regarding curriculum, assessment, textbooks and professional development, the status of teachers will remain low.
At the moment, our profession seems to be in the hands of politicians, researchers, special interest groups, school system bureaucracies, unions, technology companies and textbook publishers. Even though I highly respected the members of the National Mathematics Advisory Panel I served on, I was the only practicing K through 12 teacher on the panel. Why should bright high school students decide to become teachers if they suspect that everyone will make decisions concerning their profession except them?"
Read the Full Piece:
Let Us Teach!
