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Originally published Tuesday, August 19, 2014 at 5:02 PM

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The trouble with teacher tenure

There are perils to the current tenure talk: that it fails to address the intense strains on many teachers; that it lays too much fault on their doorsteps, distracting people from other necessary reforms, writes syndicated columnist Frank Bruni.


Syndicated columnist

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DENVER — Mike Johnston’s mother was a public-school teacher. So were her mother and father. And his godfather taught in both public and private schools.

So when he expresses the concern that we’re not getting the best teachers into classrooms or weeding out the worst performers, it’s not as someone who sees the profession from a cold, cynical distance.

What I hear in his voice when he talks about teaching is reverence, along with something else that public education could use more of: optimism.

He rightly calls teachers “the single most transformative force in education.”

But the current system doesn’t enable as many of them as possible to rise to that role, he says. And a prime culprit is tenure, at least as it still exists in most states.

“It provides no incentive for someone to improve their practice,” he told me last week. “It provides no accountability to actual student outcomes. It’s the classic driver of, ‘I taught it, they didn’t learn it, not my problem.’ It has a decimating impact on morale among staff, because some people can work hard, some can do nothing, and it doesn’t matter.”

I sat down with Johnston, a Democrat who represents a racially diverse chunk of this city in the state Senate, because he was the leading proponent of a 2010 law that essentially abolished tenure in Colorado. To earn what is now called “non-probationary status,” a new teacher must demonstrate student progress three years in a row, and any teacher whose students show no progress for two consecutive years loses his or her job protection.

The law is still being disputed and has not been fully implemented. But since its enactment, a growing number of states have chipped away at traditional tenure or forged stronger links between student performance and teacher evaluations. And the challenges to tenure have gathered considerable force, with many Democrats defying teachers unions and joining the movement.

After a California judge’s recent ruling that the state’s tenure protections violated the civil rights of children by trapping them with ineffective educators in a manner that “shocks the conscience,” Arne Duncan, the education secretary, praised the decision. Tenure even drew scrutiny from Whoopi Goldberg on the TV talk show “The View.” She repeatedly questioned the way it sometimes shielded bad teachers.

“Parents are not going to stand for it anymore,” she said. “And you teachers, in your union, you need to say, ‘These bad teachers are making us look bad.’ ”

Johnston said that traditional tenure deprived principals of the team-building discretion they needed.

“Do you have people who all share the same vision and are willing to walk through the fire together?” he said. Principals with control over that coax better outcomes from students, he said, citing not only his own experience but also the test scores of kids in the Harlem neighborhood of New York City who attend the Success Academy Charter Schools.

“You saw that when you could hire for talent and release for talent, you could actually demonstrate amazing results in places where that was never thought possible,” he said. “Ah, so it’s not the kids who are the problem! It’s the system.”

When job protections are based disproportionately on time served, he said, they don’t adequately inspire and motivate. Referring to himself and other tenure critics, he said, “We want a tenure system that actually means something, that’s a badge of honor you wear as one of the best practitioners in the field and not just because you’re breathing.”

There are perils to the current tenure talk: that it fails to address the intense strains on many teachers; that it lays too much fault on their doorsteps, distracting people from other necessary reforms.

But the discussion is imperative, because there’s no sense in putting something as crucial as children’s education in the hands of a professional class with less accountability than others and with job protections that most Americans can only fantasize about.

We need to pay good teachers much more. We need to wrap the great ones in the highest esteem. But we also need to separate the good and the great from the bad.

Johnston frames it well.

“Our focus is not on teachers because they are the problem,” he said. “Our focus is on teachers because they are the solution.”

© 2014, New York Times News ServiceFrank Bruni is a regular columnist for The New York Times



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