July 17

Quick Takes: McCain Criticizes Teacher Ed, New Poet Laureate, No Rush in California, SUNY Candidates, Rethinking Pre-Med, Dean Out at Toledo, Bonus Repaid, FOIA Limits in Michigan, Laureate Keeps Buying, Canadians Rethink Jewish Holidays

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Sen. John McCain, the Republican presidential candidate, gave one of his more detailed talks on education Wednesday, in a speech to the NAACP. The speech focused on elementary and secondary school issues, with a focus on school choice, which he favors. On higher ed, McCain was critical of state requirements for those who didn’t attend teacher education programs and want to become teachers. “We should also offer more choices to those who wish to become teachers,” McCain said. “Many thousands of highly qualified men and women have great knowledge, wisdom, and experience to offer public school students. But a monopoly on teacher certification prevents them from getting that chance. You can be a Nobel Laureate and not qualify to teach in most public schools today. They don’t have all the proper credits in educational ‘theory’ or ‘methodology’ — all they have is learning and the desire and ability to share it. If we’re putting the interests of students first, then those qualifications should be enough.” Sharon P. Robinson, president of the American Association of Colleges for Teacher Education, disputed the idea that many people are being kept out of teaching because of licensing requirements. She said that there were “numerous” paths to teaching, and that she was “certain that any motivated individual who is committed to the teaching profession is capable of completing one of these options.” Robinson also said she would be happy to brief any presidential candidate on the range of ways people can become teachers, as well as on other education issues.
Kay Ryan, a prize-winning poet who teaches remedial English at the College of Marin, will today be named poet laureate of the United States, The New York Times reported. The article includes links to some of her writing.
Key University of California leaders on Wednesday expressed support for a plan to change admissions requirements, most notably by dropping the need to submit SAT subject scores. But the Los Angeles Times reported that members of the Board of Regents indicated that they didn’t fully understand the plan, wanted to avoid any indication that they were lowering standards, and wanted to move slowly. Mark G. Yudof, the new president of the university system, expressed support for the proposed changes, but — noting their importance — encouraged careful study before a final vote.
The search for the new chancellor of the State University of New York is in its final stages, amid signs that some non-traditional candidates have been or are under consideration, The Albany Times-Union reported. Lloyd Constantine, a key aide to former Gov. Eliot Spitzer, has interviewed for the job, and another candidate is Nick Donofrio, an IBM executive vice president, the newspaper said.
Pre-medical requirements lack both the rigor and specificity they need, writes Jules L. Dienstag, dean of medical education, in an essay in today’s issue of The New England Journal of Medicine. “In recent years, calls have come from various quarters for medical schools to require and for colleges to teach ethics, altruism, compassion, listening skills, and skills relevant to health policy and economics — at the expense of science requirements,” Dienstag writes. “In my view, these aspects of medicine are best reserved for medical schools, where they can be taught in the meaningful context of interactions with patients. Medical educators take seriously their responsibility to equip students for the practice of scientifically anchored medicine. If medical schools are to have the freedom to fulfill that responsibility, students should arrive with a higher level of scientific competence, and colleges can contribute by preparing students more efficiently for the study of contemporary, sophisticated, biologically relevant science.”
Nearly three months after the president and provost of the University of Toledo considered throwing an unpopular dean “under the bus,” Yueh-Ting Lee has resigned as head of the College of Arts and Sciences, the university announced. Lee, who just wrapped up his first year as dean, will “laterally transition” into a newly created administrative position within the Department of Human Resources, according to an e-mail Provost Rosemary Haggett sent to the faculty. Lee had been criticized for his management style, and faculty voted no-confidence in him in April. After the faculty vote, Haggett and Lloyd Jacobs, president of Toledo, had a frank e-mail exchange about the dean’s future. In this exchange, which was made public through a student-issued records request, Jacobs notes that “For several days I thought the best thing to do was to throw [Lee] under the bus and get on with our agenda.” Both Jacobs and Haggett, however, worried that removing Lee would reward the “bad behavior” exhibited by faculty who voted no confidence in Lee. Matt Lockwood, director of public relations, said Tuesday that “it was the dean’s free decision to resign.”
Lu Hardin, president of the University of Central Arkansas, is repaying a $300,000 bonus he received, and that prompted widespread criticism of university trustees, Arkansas Business reported.
Home addresses and phone numbers of University of Michigan employees do not need to be released under the Freedom of Information Act, the Michigan Supreme Court ruled Wednesday. The Ann Arbor News reported that the court ruled that the information fell under exemptions in the state law for material that is personal in nature and that could represent an invasion of privacy. Organizers of a union drive for clerical workers had sought the information.
Laureate Education Inc. announced two more purchases Wednesday: Kendall College, a culinary institution based in Chicago, and the New School of Architecture in Design, based in San Diego.
Several Canadian universities are changing policies that have called off classes on Rosh Hashanah and Yom Kippur, The Toronto Star reported. York University is currently in mediation with a professor who complained that the institution’s policy of calling off classes on the Jewish High Holidays violates the rights of members of other religious groups. Prompted in part by that dispute, the University of Windsor law school will no long cancel classes on those days — although students of all faiths will be entitled to time off for religious holidays. The University of Toronto has announced a review of its policies, which are similar to those being challenged at York.

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Comments

SUNY needs a return to academic priorities

The late 20th century history of Chancellors in SUNY was one of self-serving arrogance, contempt for academic principles and the Constitution, and de facto corruption. This must not be repeated. Governor Pataki chose a campaign supporter from the business sector with no academic experience who unsurprisingly approved campaign organizers for major construction jobs which cost the State tens of millions remedying substandard projects such as those at Old Westbury. He also crushed dissent and encouraged banning the outspoken from campus by perverting emergency security powers. A professor was banned for organizing successful resistance to a valued program’s elimination in a thinly veiled funding grab. A student was banned for reporting administrator misuse of state assets to a county attorney. Public relations flacks earned six figure salaries for their primary duty of ensuring press coverage favorable to the Chancellor and allied campus Presidents. As these outrages finally began grating on the previously captive Trustees, his luxury housing and demand for a paid sabbatical became the last straws. Tragically, such behaviors have trickled down to survive as part of the organizational culture on too many campuses. The next Chancellor must have an academic background, be as chaste as Penelope in terms of political connections, agree in writing to not just tolerate but encourage free speech, revere the Constitution, and demote or fire the surviving six figure sycophants.

Fritz Katz, at 8:45 am EDT on July 17, 2008

Teacher Training and Certification

I have some interest in teaching high school after I complete my PhD. Yet everyone I’ve spoken with including teachers in three states, career services counselors at two universities, and my own former teachers, told me that I will be both overqualified and under-credentialed. Starting over, without regard for my 4 years’ teaching experience and hundreds of volunteer hours tutoring.

If Ms. Robinson and the American Association of Colleges for Teacher Education are aware of “‘numerous’ paths to teaching,” she and her organization ought to do more to inform interested potential teachers. Waiting for an invitation is the opposite of actively recruiting motivated educators.

Humanities Grad Student, at 9:10 am EDT on July 17, 2008

McCain Criticizes Teacher Ed

Another perspective: In the sciences, research dollars not teaching is emphasized to the extent that many University positions are filled with faculty that are paid entirely on the money they bring in from their research (aka ’soft money’). In my recent experience of obtaining a PhD, about half of the professors were unpaid for their teaching, were not suited to teach, hated teaching, had no time to prepare to teach and students did not benefit from their teaching....but they brought in research dollers so they were made faculty and forced to teach. Being very capable of doing something does not mean that one is capable of teaching it to others. We bemoan the decline of the sciences in education and yet give no emphasis to the teaching of science at the university level.

Rita McWilliams, at 9:50 am EDT on July 17, 2008

a read.......between.......the.......lines exercise

“Yueh-Ting Lee has resigned as head of the College of Arts and Sciences... Lee... will “laterally transition” into a newly created administrative position within the Department of Human Resources...”

I do so love the way that was worded.

I note that the words “fired” and “exiled” do not appear. The Dept. of Human Resources as parking lot...

George Gollin, Professor of Physics at University of Illinois, at 10:05 am EDT on July 17, 2008

Re-thinking Pre-Med

In many medical schools more often than not medical and research ethics and skills relevant to health policy and economics are the subject of one lecture and not presented in a way to suggest they are as important as other medical school subjects. Altruism, compassion and listening skills, are only emphasized by the few top-notch teaching practitioners in the ‘meaningful context of interactions with patients’. While the primacy of science requirements should be maintained, if these topics are removed from pre-med training and inadequately taught in med school the patient-consumer public will pay the price.

Rita McWilliams, PhD, at 10:10 am EDT on July 17, 2008

Alternate Route to Teaching

To the Humanities Grad Student: Most states offer alternate route programs to teaching that enable you to take the methodology classes while teaching at the same time. All YOU have to do is call your State Department of Education or check their webpage. Most of the colleges in the state will advertise the programs in their College of Education sites. Also, many community colleges offer alternate route programs.

Former Math Teacer, at 10:10 am EDT on July 17, 2008

Other Paths to Teaching

With respect to Humanities Grad Student’s point, I suppose most of the alternative paths to teaching fall into areas outside of public K12 education, which is what McCain was addressing. Private schools often don’t require teaching certificates; likewise for many charter schools. However, the same public education establishment that demands certification stands foursquare against vouchers and school choice that would allow people without means to opt out of failing public schools. As such it is quite disingenuous for Ms. Robinson to cite other paths to teaching knowing full well that barriers have been erected to stunt the expansion of public funding for private and charter schools.

justaguy, parent & taxpayer, at 10:15 am EDT on July 17, 2008

McCain’s dilemma

Three points:1) As the “former math teacher” wrote, there are lots of alternate paths to certification for degree holders—even Ph.D’s.

2) The emphasis in certification is on ways to make the teacher’s knowledge—even a Ph.D’s—accessible to students. Having a depth of knowledge is a benefit to good teaching, but it is generally not sufficient.

3) Vouchers are the conservatives means of getting public funds into the private sector without monitoring the environment. If a student is hostile to learning, pays no attention to the teachers and is often disruptive in the classes, the public schools have to find some way of dealing with him/her. They cannot toss the student out without considerable due process actions. The private schools simply say, “We don’t want you. Go to the local public school.” When the private schools are required to accept all students (to receive public funds), then I can live with some type of vouchers. My wife taught in a prestigious private high school (tuition of about $15,000), but I doubt if vouchers of a couple thousand dollars would have brought poor students rushing to the school. The school did offer many scholarships, but they were for kids that showed academic talent. A real voucher system would offer enough money for any student of any academic capability the chance to attend any school in the community. But wait, wouldn’t that just be public funding with an alternative path to the cash?

Fred Flener, Retired, at 10:55 am EDT on July 17, 2008

When will the time come that I can complain that time off for Christmas and Easter violates MY religious freedom?

Oh, I forgot: religious freedom just means the freedom to be Christian. The rest of us don’t count.

maritov, at 11:10 am EDT on July 17, 2008

Teaching teachers

REsponding to one writer—there is a de-emphasis on teaching in research universities and some of the faculty don’t do a good of it anyway—they are unlikely to want to teach highschool.

By the same token, there are lousy teachers who have gotten teaching degrees—in other words, taking the methods courses is no guarantee that you will be a good teacher.

More to the point, a missed point at that—is the near irrelevance of schools of education, the NEA and the US dept of education. Part of that irrelevance is seen in the crazy credentialization of the teaching field.

It ain’t rocket science.

Steven S. Clarkhttp://stevensclark.typepad.com/bioscience_biz/

Steven S. Clark, UW, at 12:50 pm EDT on July 17, 2008

McCain Criticizes Teachers Ed

“You can be a Nobel Laureate and not qualify to teach in most public schools", says John McCain. One might add, “You can be a Nobel Laureate and not qualify to fly a plane". Teaching requires knowledge of subject matter, psychology of the learner, as well as an aptitude to work with learners. As stated by others, there are many ways to achieve teacher certification. Sen McCain’s remarks appear to be just the delivery of a staff member’s composition intended to reach a select audience.

John Devino, at 1:00 pm EDT on July 17, 2008

Teaching levels

Another point to remember with regard to PhDs teaching K-12 is that years of experience teaching at a university does not equal instant prep to teach K-12. If you have paid any attention at all while teaching at a university, you will have noted that there are significant qualitative differences between teaching grads and teaching undergrads—the former need much less motivation and basic assistance than the latter. For example, grad students can be pointed at readings and asked to comment; most undergraduates will stare at you blankly unless you give them something more specific to respond to. Undergrads by and large haven’t been taught to think on their own yet, so that’s part of your job, along with teaching the content and remediating any deficiencies they brought with them into college. Now imagine yourself in a room of 25-40 fifteen year olds who have less background, fewer skills, more trouble dealing with sophisticated concepts, and resent the fact that society forces them to be in that room with you. Your nice little lecture on window-shopping as a Gramscian war of position becomes a bit less relevant, doesn’t it?

Ed schools exist for a reason, you know, and only the most cynical/paranoid/delusional among us could seriously believe that the primary reason is to prevent qualified people from becoming teachers. Sure, Ed schools have their problems, and those problems do, in turn, produce problems in the real world. This, however, isn’t one of them.

richard, at 2:15 pm EDT on July 17, 2008

Teacher Credentials

During my graduate school years, when I tried to obtain a teaching credential in Oregon, I was turned down for lack of a reading course. I wrote an angry letter: “Einstein wouldn’t be allowed to teach math in this state!” I received a pointed reply, aoorioruate for candidate McCain: “Everyone who wants to teach math thinks they’re Einstein.” Someone must stand at the gates to ensure quality in the classroom. Politicians are clearly not the right ones to do so.

John R., Associate Dean, at 3:10 pm EDT on July 17, 2008

A bit more on teacher cert

A required “reading” course is designed to prepare teacher to teach kids to read, not to teach how to read. In Illinois, secondary certification does not require the reading course because most teachers do not have to teach kids to read. Incidentally, in math there appears almost no correlation between a student’s ability to read a word problem and the ability solve it.

The problem with Einstein teaching math is that he curtailed much of his thinking and might have had a lot of trouble focusing on why the kids don’t get it. We haven’t done a very good job of teaching math primarily because we haven’t gotten through to teachers’ understanding of what they need to do to make math sensible. Why do so many very intelligent people have trouble understanding simple math concepts? We require methods courses, but frankly they are difficult to learn well, but that does not mean we shouldn’t keep trying.

Fred Flener, Retired, at 8:05 pm EDT on July 17, 2008

paths to teaching?

I would like to teach math in highschool.I have thirty years of math teaching experience, with much time and energy spent on curriculum development, tutoring, and enrichment, so I have tried to investigate the “numerous paths to teaching'’ referred to in the quotes from Ms. Robinson. All the programs I could find required taking classes in the abstract theory of education-as-social-science. This is a barrier like a brick wall to me, equivalent to anyone wanting to perform music being required to learn how to do mathematical proofs. The style of thinking in these sorts of social science is antithetical to the style of thinking in mathematics.

Ralph deLaubenfels, at 8:20 pm EDT on July 17, 2008

“Paths to teaching”

There may be many paths to teaching, but in one state in particular, all of them rely on a minimum 2.5 undergrad GPA. Period. No matter if my father has taught preparatory math at a CC and has an MA in math education with a 4.0. What matters to his home state is that 40 years ago, he wasn’t cut out for engineering school and screwed up his undergrad GPA. Take THAT path to teaching! That’s how he feels, anyway—he would be a fantastic math teacher, and he has a lot of real-world experience, too (NASA, anyone?), but he can’t teach in his home state unless he goes back for a new BS-Ed. Stupid, stupid, stupid.

Elizabeth, at 5:50 pm EDT on July 18, 2008

Experience of a Non-Credentialed Teacher

I have an engineering degree and at one point in my life I decided that I wanted to try teaching. I passed a state’s Math Subject Area Exam that qualified me for a temporary credential to teach math.

I submitted my application in early April. In August, two days before school started, my application was still sitting in a pile in the county office.

Even though they were not supposed to interview me before my application was approved, a desperate high school met with me. When they decided to hire me, the principal’s assistant had to call the county office to have them pull my application out of the pile and approve it. The irony was that the county office of education was spending a lot of money to recruit math teachers from other states and to advertise their need on local television.

The school had a teacher mentor program that taught me about pedagogy and classroom management and I read as much as I could on these subjects and continuously picked the brains of my colleagues and students. It took a while to master the art of handling a classroom, but I eventually did so, sometimes better than others. Teaching was both the most frustrating and the most rewarding thing I have ever done.

If you have never taught, you cannot imagine all of the challenges teachers face. Another new teacher with a similar background to my own quit before the end of the first semester. After she left, I heard that her students were bragging that they had driven her out.

I have nothing but respect for these great souls who commit their lives to educating our youth.

John B., at 7:45 am EDT on July 20, 2008

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