Contrary to popular notions, teacher licensing in public schools does not insure teacher quality. A license also does not even insure that a public-school teacher knows much about the subject she teaches. In fact, in our upside-down public-school system, licensing often leads to ill-trained and mediocre teachers instructing our children. As we will see, it turns out that teacher licensing is a protection racket.
The notion that only state-approved, licensed teachers can guarantee children a good education is proven wrong by history and common sense. In ancient Athens, the birthplace of logic, science, philosophy, and Western civilization, city authorities did not require teachers to be licensed. Socrates, Plato, and Aristotle did not have to get a teaching license from Athenian bureaucrats to open up their Academies. A teacher’s success came only from his competence, reputation, and popularity. Students and their parents paid a teacher only if they thought he was worth the money. Competition and an education free market produced great teachers in ancient Greece.
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Because new teachers experience overwhelming stress when they enter the profession, with paper work, classroom management and inexperience, it is essential that there is a means or a way for new teachers to transition from student to teacher. This is a way that can help new teachers become experienced teachers with less stress.
Teacher Liaison
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Cincinnati Pilot Schools
Cincinnati Schools are pleased to announce that three area schools have been selected to participate in a nationwide pilot program to improve teacher quality. The three Cincinnati Public Schools chosen include John P. Parker School in Madisonville, South Avondale School in Avondale, and Whittier School in Price Hill. All the schools were chosen based on their federal ranking within the No Child Left Behind Act. The program is intended to show the strong influence that quality instruction has on student achievement as well as developing professional opportunities for teachers to hone their skills and receive rewards for their hard work.
Rationale for the Teacher Advancement Program
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