I had an interesting conversation at the recent AERA meetings with the editor of my Pearson educational psychology text, Kevin Davis. He posed a question to me: “How can we convince school leaders, politicians, and the public that schools of education provide something of value to future teachers?”
I’ve thought a lot about this question, and about an even broader question: How can we increase respect for the teaching profession itself? These two questions are closely linked, of course, because if teachers were respected, the schools that produce them would be respected, and vice versa.
My answer, you may not be surprised to hear, drew from the history of medicine. Long ago, doctors were little respected because few of their treatments actually worked. My own grandfather, an immigrant from Argentina, believed that doctors had nothing to offer, and he refused to go to a doctor or hospital unless absolutely necessary. “Hospitals are where you go to die,” he always said (Note: he was healthy into his nineties and died at 96. In a hospital.).
However, physicians gained in status as their profession gained in proven treatments. In the 19th century, doctors could set bones, help in childbirth, administer smallpox vaccines, and prescribe various treatments that were mostly useless. However, in the 20th century, there was progress in what doctors could do. In mid-century, discovery of sulfa drugs, penicillin, a polio vaccine, and many other advances truly made medicine, physicians, and schools of medicine respected. Since 1962, when federal laws began to require randomized experiments for medications, the pace of discovery and application of effective treatments has exploded, and as physicians can reliably treat more and more diseases, respect for them and the schools that produce them has grown apace.
In education, this is how our profession and our schools of education will grow in status. As in medicine, this change will not happen all at once or overall, but it will happen as schools and teachers increasingly embrace and apply proven approaches.
Imagine, for example, that primary teachers were universally trained to use programs capable of ensuring reading success for their children. That secondary math teachers could ensure an understanding of algebra for every student. That science teachers could make American schools competitive with those in East Asia. Each of these accomplishments would be hugely beneficial for students, of course. But think what it would do for our profession. Picture this. A first grade teacher walks into a party. The room falls quiet. Parents meekly approach her to ask how they can help, or supplement her efforts with their children. Others are impressed by the school of education she attended. She gets this respect because everyone knows that she can teach every child who enters her class to read, no matter what. She has proven skills and knowledge that the world at large does not possess.
That’s how our profession must earn its respect. When every teacher has knowledge and skills that are proven effective and learned in schools of education, we’ll be respected. And we’ll deserve it.
This blog is sponsored by the Laura and John Arnold Foundation