It was my first time hearing the suggestion that teachers don’t work during the summer and would be jealous of those who do. I think she was indicating money instead of professionalism, but it’s intrigued me.

Your skill as an educator depends on both and yet your writing leans heavily to one side of the dichotomy. You aren’t alone in this. I realize “responsible data collection” isn’t a sexy writing prompt but I have to believe a little attention to it would go a long way with this crowd.

My job is make it possible for students to have some control over their future and to – hopefully – make wise, informed choices.

Who do I think I am?

An enabler, an encourager, a person who makes a difference. Do I need anyone’s praise? No. Am I professional enough to take criticism? Yes, even from you.

Can you imagine the teacher’s-lounge banter that would ensue if a neutral third party came in and gave honest, constructive criticism to some of your most-tenured teachers?

On the surface, your statement seems true enough, but really it opens up a larger issue: the lack of professional standards for educators based on an array of factors (not solely on student outcomes).

I would disagree that “a professional will do his/her job regardless” of whether or not he/she receives feedback. A volunteer, a martyr, a saint, or a ridiculously-overpaid worker will do his/her job regardless of feedback (or consequence), but a professional would insist on professional standards of practice and would want to be evaluated against those standards by others who are well-respected in the field. Otherwise, how does a professional assess his/her professional skill and thereby advance? Advancement in a chosen field is a key objective for any professional.

I think this is a major point for Dan (to put words in his mouth, sorry): teachers shouldn’t get to feel good about themselves simply because they care a lot, work hard, and do their job regardless of feedback. The danger is that teachers can be ineffective (or worse) and still care a lot and work hard and not need (or want) feedback (i.e. critique).

Of course, critique must be of the kind that matters (as your #2 implies): continuation in the profession must hinge upon it. Which means the critique must be coming from someone skilled in the profession (ahem) and must be based upon more than three hour-long “observations.” And that just opens up all sorts of bags full of wriggly things …

1. If you want to feel good about yourself as a teacher, then do a good job. Engage, challenge and respect your students. While it is nice to hear from others that you are doing a good job, a true professional will do his/her job regardless. I don’t want to hear from other teachers how great I am; I want to see proof of my professionalism in the acievements of my students.

2. The concept of tenure, to a large extent, teachers to become complacent, resistant of change, resistant of progress. Remove tenure, remove the restrictive nature of steps-and-columns, and allow teachers to negotiate aspects of their remuneration. Then let’s see how long laggards (with respect to technology, constructivism, connectivism, and most other -isms associated with good teaching) stay around. I’m liberal most ways but a competitive market is good in this case.

3. I left my job teaching in SoCal in August 2000, partly because I needed a change and partly because I didn’t feel that I could side with my co-workers (who were threatening to strike) or with my district (by crossing the impending picket line). In the end, it didn’t matter since the grievance was settled with a minor (like, $500/year minor) increase in pay. I’m glad I left and I’ll never go back.