Abstract
Within the United States and across nations, there seems to be consensus that teacher quality is the most important school-based variable in determining how well a child learns. While such an observation hardly sounds like headline news, it is a milestone in the development of teaching as a profession. It suggests where investments should be made if people really are serious about student learning. It also explains why policymakers and the public should care about what it means to be an effective teacher and what it will take to create and sustain a teaching workforce defined by accomplished practice. Teachers, administrators, and others whose work is designed to support best practice in our schools must seize this moment to rethink every aspect of the trajectory people follow to become accomplished teachers. Getting that path right and making sure all teachers follow it asserts the body of knowledge and skills teachers need and leads to a level of consistent quality that is the hallmark of all true professions. No profession has ever been established in any other way, and there is no reason to believe that teaching is or should be different.
Recommended Citation
Thorpe, Ronald
(2014)
"Sustaining the Teaching Profession,"
New England Journal of Public Policy: Vol. 26:
Iss.
1, Article 5.
Available at:
https://scholarworks.umb.edu/nejpp/vol26/iss1/5
Included in
Educational Assessment, Evaluation, and Research Commons, Education Policy Commons, International and Comparative Education Commons, Public Policy Commons