By Aadina Balti, Special to CNN
Editor's note: Aadina Balti is a veteran teacher and math coach in Boston's public school system. Balti is certified in moderate disabilities and elementary education. She is also a Teach Plus Teaching Policy Fellow.
(CNN) - I've been in the classroom for 11 years - that makes me a minority in the teaching profession, as more than half of all teachers have taught for a decade or less. But I'm still striving to be a better teacher.
A recent report from national nonprofit Teach Plus shows that veteran teachers like me tend to be less receptive to the growing emphasis on teacher performance than our less-experienced colleagues.
The report, "Great Expectations: Teachers' Views on Elevating the Teaching Profession," highlights data from Teach Plus' recent national survey of teachers, showing that 42% of earlier-career teachers (called the "new majority" in the report) support more performance-based tenure and compensation systems, compared to just 15% of my fellow veterans.
As a teacher who has just crossed the line from new majority to veteran status, I understand how experienced teachers feel about the protections afforded them by the tenure system.
I understand because I’ve put in the time and effort necessary to establish myself in the school system. I understand because I, too, value my job security. Sometimes I even understand that it's easy to get comfortable and fall into doing the same old thing.
But the current lack of accountability is bringing our profession down.
While I value the tenure I've been granted, I would be willing to give up that protection to move our profession toward one that emphasizes performance.
I got into this profession because I want to have a positive impact on society and because I feel confident that all children can learn. As an educator, it's my job to make that happen. I ask my students to push themselves for excellence every day. If I’m not pushing myself for excellence, too, then I’m not just failing myself, I’m failing my students.
By Marisol Castillo, Special to CNN
Editor's note: Marisol Castillo teaches at E.L. Haynes Public Charter School in Washington. Castillo taught in California’s Bay Area, and then at a small high school in the South Bronx before relocating to Washington, D.C. In 2009, she received her National Board Certification. Castillo is a Teach Plus Teaching Policy Fellow.
(CNN) - I’m a lucky teacher.
In the nine years I’ve been in the classroom — at three different urban schools — I’ve consistently experienced evaluations that have allowed me to grow as an educator. I’m a better teacher because of that, and my students have benefited.
All teachers should be so lucky as to experience high-quality evaluation. But unfortunately, they’re not. According to a 2012 national survey of teachers conducted by the nonprofit Teach Plus, Great Expectations: Teachers’ Views on Elevating the Teaching Profession, nearly half of all teachers say they either had not received an evaluation in the past year or did not find their evaluation feedback useful.
Recently I was able to address these survey results in front of policymakers on Capitol Hill. I told them that, according to the Teach Plus report, teachers who have been in the classroom for less than 10 years support a range of reforms.
The report shows that a majority of teachers across experience levels think clear standards of effectiveness are critical for teaching to be recognized as a true profession. Many teachers, including nearly three-quarters of the New Majority, the 52% of teachers with less than 10 years experience, want student growth data to be a component of their evaluations.
By Robert Jeffers, Special to CNN
Editor’s note: Robert Jeffers teaches at Dorsey High School in Los Angeles, and is a current Teach Plus Teaching Policy Fellow.
I recently attended a screening of a PBS documentary about the future of California State Parks, featuring several of my students at Dorsey High School in Los Angeles. When the applause died down, the host convened a Q&A session that included a former student of mine, now a rising senior at Williams College. Facing an intimidating crowd, this student spoke with eloquence and insight about Dorsey High School, about parks and about the important people that set him on his trajectory to success. Then he embarrassed me. He credited me – by name, and by pointing!
It takes a lot to make a successful teacher: Hard work, a generous support network and faith from colleagues and administrators all play a role. I’ve been lucky to have those things, and have seen some professional success — success that’s evident in my student growth data, their college acceptances and the outstanding hands-on projects they’ve completed.
My students have published a book of original food writing and artwork, completed award-winning films, established an on-campus recycling program recognized as one of the best in Los Angeles County and planted more than 60 trees around our inner-city campus. I’m proud of what we’ve done together.
But I would never call myself “irreplaceable.” That’s a word that has been tossed around a lot since TNTP, a teacher quality nonprofit, used it to describe top teachers in a new report, “The Irreplaceables: Understanding the Real Retention Crisis in America’s Urban Schools.”
by Gina Caneva, Special to CNN
Editor's note: Gina Caneva is an eight-year veteran high school English teacher in Chicago Public Schools. Caneva is a Nationally Board Certified teacher at Lindblom Math and Science Academy and was recently awarded a fellowship with Teach Plus. She can be found on Twitter at @GinaCaneva.
(Chicago) - On day one of the Chicago teachers strike, I picketed with my fellow teachers outside of Lindblom Math and Science Academy in the Englewood community. Across the street, an African-American family sat outside a dilapidated black-and-white flat. Three school-aged boys played in the yard while we stood in red T-shirts.
Statistically speaking, if public education does not change these boys won’t make it through college. Only 2% of African-American males graduate on time from a university after graduating from Chicago Public Schools.
Statistically speaking, if public education does not change these boys won’t get into Lindblom Academy, a selective enrollment school now ranked 20th in Illinois, even though they live across the street. Only 11% of Lindblom’s population resides in Englewood.
I couldn’t help but think that the strike was both for them and not for them, that the terms discussed in the media—minor raises in pay, a freeze on healthcare, the percentage of teacher evaluations based on standardized tests—largely ignored them. Reforms for stronger teacher education programs and processes for retaining our strongest teachers not just our most experienced have not been central to this very public debate.