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Why should teachers get paid more
Chinese and western education
Chinese and western education
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“Those who can do, and those who can’t do, teach” is a revolting idiom which (sadly) perfectly reflects how unvalued the teacher is in American society. By elevating teachers’ status in our culture along with increasing compensation and requiring more rigorous requirements to become a teacher, I believe we can decrease our teacher shortage, increase American students’ success, and give teachers the credit and quality of life they deserve.
We need to facilitate a cultural shift by heightening teacher status; because when society demeans teaching and paints teachers as inept; it makes it harder to attract the best and brightest.
In South Korea, teachers are known as ‘nation builders. In Finland, teachers are considered noble, prestigious, accountable and masters of their profession. In China, teachers are viewed as being on the same level as doctors and lawyers. England is taking steps which America should
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So next step, American society needs to pay teachers what they’re worth. When teachers earn more money, their job satisfaction increases and they are more likely to give their best efforts in the classroom. Higher salaries also attract teachers with better credentials, experience and education, which increases the quality of education. We can finance teacher payload without adding to our budget by frontloading compensation: we should raise starting salaries, have smaller subsequent increases (salary progression shown to be less important in decision to become a teacher and teachers retention isn’t normally related to salary progression). Additionally, we can modestly increase class sizes; we’ll need fewer teachers, be more selective about the teacher's which also increases status and makes the profession more attractive. Plus, we can offer ways for teachers to take on additional responsibilities (like mentoring younger colleagues or supervising extracurricular
The first reason I agree with Matthew Miller’s “A Deal for Teachers”, is that something needs to be done about good teachers not being treated or paid right. I know many (in my opinion) great and intelligent teachers. They are working hard all the time to teach children everything they need to know. Meanwhile, they are getting paid the same as their coworkers who are doing nothing. In poor schools this might be even more important. In some cases, school might be the only place some children are getting taught important life skills, and their teachers might be the only good examples they have. I know a teacher who works in a poorer school. She’s told me about how hard it is to work at a poor school in general, with a lot of children who don’t respect teachers or adults and parents that also don’t respect the teachers. Couple that with low income and awful coworkers. If we keep giving our good teachers reason to leave by not treating them fairly, then we will never fix the problem of having so many bad teachers in our
During Teach For America's first year of operation, the organization received applications from 2,500 candidates and chose 500 of them to become teachers for the program who began their two-year teaching commitment in low-income communities all across the cou...
It is a well-known fact that students entering higher education increasingly lack the academic skills necessary to succeed in their collegiate endeavors. It goes without saying that this is largely due to the widespread substandard education provided by legions of mediocre teachers—teachers who deliver shoddy instruction due to their own innately inferior academic abilities. At least, these facts are what Notre Dame Professor of Philosophy Gary Gutting would have readers of The Chronicle of Higher Education believe in his article “Why College Is Not a Commodity.” Although he makes many points that, if true, would be damning of the elementary and secondary teaching professions, Gutting stops short of proving his arguments logically or empirically. He claims today’s budding K-12 teachers often come from the bottom of the heap academically, directly leading to poor teaching—yet he provides no research to back up this connection. Furthermore, Gutting attempts to provide a solution to this so-called travesty by recommending that teaching be “professionalized,” ignoring the already-present professional practices and standards present. Gutting’s critiques, though thought-provoking, ultimately are logically and statistically unsatisfying in both their explanations of the state of teacher qualifications and in their calls to action.
One aspect I believe all schools should have is the element of safety at school. A student cannot efficiently learn without first feeling safe. In Joan Lipsitz and Teri West’s What Makes a Good School? they say, “In high-performing schools, the adults work together to provide a web of emotional and social support for the students, not just in the services the school provides but in the attitudes and relationships the adults establish with students” (Lipsitz & West, 2006 p. 83). Schools should not only provide services such as counseling, or food to take home to support their mental and physical safety, but ensure that the teachers employed at the school are making meaningful relationships with the students so they feel safe within the classroom. Another common theme seemed to be the idea of teachers working together, which I think is a great idea as someone who is a future teacher. In the article Piece by Piece: How Schools Solved the Achievement Puzzle and Soared, Karin Chenoweth states, “The point of teacher collaboration is to improve instruction for students and to ensure that all students learn” (Chenoweth, 2009 p. 116). Other than all the schooling that teachers receive a major way of how they learn to teach is through their own experience. Sharing experiences with other teachers can help to modify lessons, or to share out ideas that will better prepare a teacher for their own class. Thus ensuring that students get an education that has been improved upon to become even more beneficial to
Milken, L. (1999). A Matter of Quality: A Strategy for Assuring the High Caliber of America’s Teachers. Presented at the 1999 National Education Conference President’s Presentation. Santa Monica, CA: Milken Family Foundation.
In education, the ultimate goal for every school is to increase student achievement, and this can’t be accomplished without effective administrators to lead the school and effective teachers to provide quality instruction. Hanushek stated, “It is becoming broadly recognized that quality teachers are the key ingredient to a successful school and to improved student achievement” (2007). With this known fact, rewarding and compensating quality teachers would definitely help in bringing about the desired outcome. Unfortunately, quality teachers are hard to find, and one of the many contributing factors may be a noncompetitive teacher salary.
Around 80 percent of the school employees said they felt “demoralized” by their salaries and 52.2 percent said they would not be able to “retire comfortably” (Krasteva). For a job position that is held to the level and compensation of doctors in other countries, this is disrespectful to American teachers (Where Teachers…). Not only are teachers undervalued and undercompensated, they are inundated by the amount of pressure and accountability they are placed under. Peter Early, from the Institute of Education, says it’s not the accountability teachers are put under that is the problem, but rather the “high-stakes accountability.” Teachers fear this “idea of accountability” that just seems about blame, and many teachers do not trust management to protect them from the “many bullies out there” (Teachers’ Well Being).
The evidence clearly outlines the importance of increasing teacher salaries. The ratio of supply and demand for valuable teachers in school systems in Tennessee is completely unbalanced. Schools in Tennessee will lose their high spot in the education system because of it. A “Washington Post” article about teachers' salaries titled, “Why Teachers’ Salaries Should Be Doubled,” gives an example of one valuable teacher who left her job because of the low pay. Katrina Colon, who won a “Teacher of the Year” award, left her job in a public school because of the underpayment.
After reading this article, I think I gain a lot of valuable information and advices. This article makes me realize being a teacher is not that easy and it requires a lot of efforts, and dedication. Teachers also need to deal with a lot of difficult situations. As a future teacher, I think I still have a lot to
Merit pay for teachers At any given institution, enhancing results is a critical goal. Maintaining a motivated labor force increases the likelihood that they will be more productive and regard institutional goals as their own personal goals. They will appreciate working more if they feel that they are more than adequately sharing in the benefits associated with the attainment of institutional goals. From an institutional perspective, the best of ensuring such an environment is to offer an attractive pay and a reward scheme that encourages the employees to improve their performance and hence optimize their output.
plans to Teachers pay Teachers so that they can be shared with the global community.
Increasing the amount of bidding money that the public school system is willing to put into education and higher skilled teachers, the competition within the teacher job market will erupt. More people will want the jobs and the effort level of people will accumulate so they’re more likely to get that job. As a result, incredibly passionate, hard-working, and talented people would get hired as teachers. That’s exactly what our schools need. “Studies show that expert teachers drastically improve student’s analytical skills when compared to just experienced teachers.
Education is an integral concept in society, in that it is something that a vast majority of us experience in our lives. Education is also fundamental in providing people with the skills and knowledge they require to actively participate in society. Therefore, there is considerable pressure placed upon education, and teachers to empower the next generation with the skills required to further our society. This pressure leads to constant reviews and new ideas about how to better our education system. Springer and Gardner (2010) state that one recent phenomenon that has been gaining a significant amount of media attention is performance pay for teachers. Performance pay is based on the concept that teachers should be paid based on
Imagine having to stay up every single night just to go through a million stacks of papers. This is the life of a teacher, one of the most underpaid jobs, yet one of the world's most important jobs. Teachers are paid roughly $10,000 less than other professions requiring the same exact amount of schooling. “According to a recent study by the National Association of Colleges and Employers, the teaching profession has an average national starting salary of $30,377. Meanwhile, NACE finds that other college graduates who enter fields requiring similar training and responsibilities start at higher salaries” (“NEA”).
In 1685, St. John Baptist de la Salle originated the training of teachers in France (Columbia Encyclopedia). Teaching has kept growing ever since this time, spreading all across the world. In the colonial period in America, the only requirements for teaching in the lower schools were a modicum of learning and a willingness to work in what was then an ill-paid, low-prestige occupation (Columbia Encyclopedia). The teaching profession is still somewhat looked down on, but it keeps improving with the ever-changing technology.