AED 201

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will teacher reforms (such as comprehensive testing of teachers or requiring ongoing professional development) attract or intimidate individuals from joining the teaching profession? How do the reforms affect your own desire to enter the profession?

Identify internal and/or external rewards that impact recruitment and retention of quality teachers. How do such rewards influence recruitment or retention? How might these rewards shift as new accountability-centered teacher reforms are proposed (such as merit pay and competency testing)?

  • AED 201 -

    Teacher reforms as you define them probably won't affect the overall supply of teachers. Those who want to be professional and provide the best education for students will probably embrace these reforms. However, those people who don't test well or don't have the necessary skills will probably shy away from a teaching career.

    How do these reforms affect YOUR desire to enter the teaching profession?

    Most teachers enter the profession because of a sincere desire to teach and make a difference in students' lives. But they need to be able to make a decent living from teaching. Because salaries are generally lower for teachers than they are for other careers that involve the same education and dedication, some potentially great teachers choose other professions in order to feed and house their families. Benefits, such as good health insurance and pensions are far more effective in attracting and retaining teachers than merit pay or competency testing.

    I've seen no good method of merit pay, so I suspect this in itself will neither attract nor deter potential teachers.

  • AED 201 -

    Identify internal and/or external rewards that impact recruitment and retention of quality teachers. How do such rewards influence recruitment or retention? How might these rewards shift as new accountability-centered teacher reforms are proposed (such as merit pay and competency testing)?

  • AED 201 -

    Dawn -- how do you define internal or external rewards?

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