Deck 10: Teaching in a Public Institution: The Professionalization Movement

Question 1

Explain how the current management structure of American public schools contributes to teacher dissatisfaction. How might this situation be improved?

Answer 1

The current management structure of American public schools contributes to teacher dissatisfaction in several ways. Firstly, many teachers feel that they lack autonomy and control over their classrooms and curriculum due to top-down decision-making from administrators and district officials. This can lead to frustration and a lack of motivation among teachers who feel like they are not able to teach in a way that best meets the needs of their students.

Additionally, the emphasis on standardized testing and accountability measures can create a high-stress environment for teachers, as they feel pressure to ensure their students perform well on these assessments. This can lead to feelings of burnout and disillusionment, as teachers may feel like they are being evaluated solely based on test scores rather than the overall growth and well-being of their students.

Furthermore, the lack of support and resources for teacher professional development and ongoing training can also contribute to dissatisfaction. Without access to opportunities for growth and improvement, teachers may feel stagnant in their careers and undervalued by their school leadership.

To improve this situation, schools could consider implementing more collaborative decision-making processes that involve input from teachers, administrators, and other stakeholders. This could help to create a more supportive and inclusive environment where teachers feel their voices are heard and valued.

Additionally, providing more resources and support for teacher professional development, mentorship programs, and opportunities for growth could help to improve job satisfaction and retention rates among educators.

Ultimately, creating a more empowering and supportive management structure within American public schools could help to address teacher dissatisfaction and improve overall morale within the education system.

Question 2

Some educational theorists have argued that teaching is not a "profession," and that making it so will solve many of the problems within American public schools. First, critically examine the idea
of "what a profession is"-from your perspective. Then, consider how the National Labor Relations Act defined "professional." Discuss why you think teaching is, or is not, a "profession." Support your position with examples and reasoned argument. Why do you believe this notion is so controversial?

Answer 2

In my perspective, a profession is a career that requires specialized knowledge, training, and expertise, and is typically governed by a code of ethics or professional standards. Professionals are expected to make independent judgments and decisions based on their expertise, and their work often has a significant impact on individuals and society as a whole.

The National Labor Relations Act defines "professional" as someone who has completed a prolonged course of specialized intellectual instruction and study, as distinguished from a general academic education. This definition implies that professionals have a higher level of expertise and are able to perform their work independently and with a high degree of skill.

Teaching is often considered a profession because it requires specialized knowledge and training, and teachers are expected to make independent judgments and decisions in the classroom. They also adhere to a code of ethics and professional standards, and their work has a significant impact on students and society. However, some argue that teaching is not a profession because teachers do not have the same level of autonomy and control over their work as other professionals, such as doctors or lawyers. They may be subject to strict curriculum guidelines, standardized testing, and administrative oversight, which can limit their ability to make independent decisions and judgments.

This notion is controversial because it raises questions about the status and value of teaching as a profession. Some argue that treating teaching as a profession would lead to higher standards, better compensation, and more respect for teachers, ultimately improving the quality of education. Others believe that the current structure of education, with its emphasis on standardized testing and bureaucratic oversight, is incompatible with the idea of teaching as a true profession.

In conclusion, whether teaching is considered a profession depends on one's perspective and interpretation of what a profession entails. While teaching requires specialized knowledge and training, the level of autonomy and control over their work is a point of contention. The controversy surrounding this notion reflects broader debates about the status and value of teaching in American public schools.

Question 3

It is clear from looking at our classrooms, administrative structures, and teacher and administrator preparation programs that the teaching force is predominantly female, while the administrative ranks are largely male. In your view, how does gender factor in to understanding teacher autonomy, teacher rewards, public support for schooling, and other dimensions that might have a bearing on the effectiveness of schools? Support your position with examples and reasoned argument.

Answer 3

The gender disparity in the teaching force and administrative ranks certainly has implications for understanding various dimensions of the education system.

Firstly, when it comes to teacher autonomy, research has shown that male teachers are often given more autonomy in the classroom compared to their female counterparts. This can be attributed to gender stereotypes and societal expectations, which may lead to male teachers being perceived as more authoritative and capable of handling disciplinary issues. As a result, female teachers may feel more constrained in their ability to make decisions and implement their teaching methods in the classroom.

In terms of teacher rewards, there is evidence to suggest that male teachers are more likely to receive higher salaries and faster promotions compared to female teachers. This gender pay gap within the teaching profession can have a demoralizing effect on female teachers and may contribute to a lack of motivation and job satisfaction, ultimately affecting the quality of education they provide.

Additionally, public support for schooling may also be influenced by gender perceptions. For example, there may be a societal bias towards male administrators, with the assumption that they are better equipped to lead and manage educational institutions. This bias could impact the level of support and resources allocated to schools with female administrators, potentially affecting the overall effectiveness of those schools.

To address these issues, it is important to challenge and change the gender stereotypes and biases that exist within the education system. This can be done through targeted professional development programs, mentorship opportunities, and policies aimed at promoting gender equality in leadership positions. By creating a more equitable and inclusive environment, we can better support all educators and ultimately improve the quality of education for students.

Question 4

The fact that public schools are justified partly on the basis of democratic ideals implies the following for professional ethics for teachers:

A) Teachers' professional ethics are well defined by the U.S. Constitution.
B) Teachers need to vote regularly to serve as good moral exemplars.
C) Teachers do not need to conduct their personal lives in ways that reflect the moral values of their community, as long as they present a good public image.
D) To conduct their work ethically, teachers need a more sophisticated understanding of democracy than is necessary in some other professions.

Question 5

Which of the following is not important to understanding the distinctive nature of teaching as a profession?

A) the preponderance of women in the profession
B) the tax-based source of funding
C) regional differences in teacher salaries
D) the fact that children are the primary clients of the profession

Question 6

The authors appear to believe that

A) there is reason to be skeptical about professionalization as the cure for what ails public schooling.
B) teacher training is less important than good subject matter knowledge.
C) teacher shortages justify alternative routes to teacher certification.
D) All these answers are correct.

Question 7

Because the teacher is expected to serve the democratic ideals of the community, the teacher's role as a professional

A) is a lot like that of politicians.
B) should require that teaching become an elected office.
C) requires that the teacher frequently poll the community on its opinions on important subjects.
D) includes professional ethics that require a relatively deep understanding of the moral meanings of democracy.

Question 8

Comparing teaching to other professions reveals that

A) teaching is not a true profession.
B) teaching is a "quasi profession."
C) teaching is clearly a profession, but it has distinctive characteristics that make it similar to other professions in some respects, dissimilar in others.
D) teaching will never be a profession as long as most of its practitioners are female.

Question 9

The National Commission for Teaching and America's Future 1996 report

A) calls for support and rewards for teachers who remain in the classroom.
B) claims that the conditions of teaching significantly impact student learning.
C) seeks to make teaching look like other professions.
D) both claims that the conditions of teaching significantly impact student learning, and calls for support . and rewards for teachers who remain in the classroom.

Question 10

The fact that teachers have a great deal of autonomy in their own classrooms

A) indicates that teachers really do have control over their profession.
B) does not mean they can have much effect on the learning outcomes of children from widely diverse backgrounds.
C) explains why teaching ranks at the top in "professional satisfaction" studies.
D) means that teachers have a very real opportunity to affect the learning outcomes of the children they teach.

Question 11

The authors appear to believe that a central reason for low pay in teaching is

A) that there are cost of living differences in different states.
B) the influence of gender differences in occupations.
C) poor preparation of teachers in institutions of higher education.
D) All these answers are correct.

Question 12

By the middle of the twentieth century, the development of four-year degree programs instead of two-year normal schools in teacher education

A) had markedly elevated the status of teaching among professions.
B) significantly elevated teacher salaries.
C) was not accompanied by an increase in teacher autonomy in schools.
D) created a measurably positive impact on student learning in schools.

Question 13

James B. Conant's efforts to professionalize teaching

A) created greater autonomy for teachers.
B) emphasized the teacher's right to determine his or her own professional tasks in the classroom.
C) did not appear to accomplish their goals.
D) All these answers are correct.

Question 14

Teachers can assert control over their practice

A) only in theory; in actuality, classroom activity is externally controlled.
B) only through the teachers' union.
C) by first asking parents' permission.
D) None of these answers is correct.

Question 15

Although teaching does not seem to compare well to other professions in terms of status, material rewards, or a codified body of specialized knowledge, it may still qualify as a profession because

A) it embodies a moral vision and commitment to ethical standards.
B) at least teachers have professional autonomy.
C) it attracts college students who are academically stronger than most other college students.
D) it embodies a moral vision and commitment to ethical standards, and because at least teachers have professional autonomy.