Teaching in a Public Institution

Teaching in a Public Institution

Dominant Ideology

• Hegemony theory states that a dominant set Hegemony theory states that a dominant set of ideals support a particular way of seeing of ideals support a particular way of seeing a problema problem

• Results in the Results in the appearance appearance of consensus, of consensus, when in fact there is very little agreement when in fact there is very little agreement and few ways to disagreeand few ways to disagree

Grading vs. Dominant Ideology …an Example

• Grading in schools provides a mask for the Grading in schools provides a mask for the appearance of consensusappearance of consensus- teachers from elementary schools to colleges - teachers from elementary schools to colleges who object to using the A – F grading system who object to using the A – F grading system condemn it with phrases such as “I don’t condemn it with phrases such as “I don’t believe in grades.”believe in grades.”- admit that grading interferes with education- admit that grading interferes with education- condemn how it compares students to their - condemn how it compares students to their peerspeers

Grading vs. Dominant Ideology …an Example

• Despite teacher-driven Despite teacher-driven objections, they objections, they overwhelmingly overwhelmingly continue to use this continue to use this grading systemgrading system

• Gives the outward Gives the outward appearance that they appearance that they believe in the practicebelieve in the practice

• These teachers are …These teachers are …

Hegemony Theory vs. The Public School Teacher

• The teacher is an The teacher is an important actor in the important actor in the processprocess

• The teacher who entered The teacher who entered the profession to help the profession to help students learn to think students learn to think and question for and question for themselves find that themselves find that they are helping they are helping students learn to accept students learn to accept the status quothe status quo

• PROBLEM!PROBLEM!- - teachers see teachers see themselves as state themselves as state employees – they see employees – they see this as the validating this as the validating source of their teaching source of their teaching authorityauthority- the authority of the - the authority of the state institution- the state institution- the school- is the authority school- is the authority of the teacherof the teacher

Using the Authority to Educate

• If rules bring a class If rules bring a class into a single room at a into a single room at a particular time so as to particular time so as to facilitate being taught facilitate being taught something that will something that will help them develop their help them develop their mindsminds

- rules become part of - rules become part of a liberating processa liberating process

• Valid inquiry provides Valid inquiry provides a basis of authority a basis of authority from teachers to teach from teachers to teach students to question students to question the authority of the the authority of the institutioninstitution

- provide evidence - provide evidence and argumentsand arguments

The Authority of the Expert

• Teachers who are experts in their Teachers who are experts in their disciplines are better positioned to guard disciplines are better positioned to guard against, and to alert students to errors and against, and to alert students to errors and half-truths in texts and prepared curriculahalf-truths in texts and prepared curricula

The Pedagogical Authority

• A teacher’s role is to fit rather misfit A teacher’s role is to fit rather misfit students for more mature and autonomous students for more mature and autonomous participation in community lifeparticipation in community life

• What a student is taught depends on the What a student is taught depends on the community’s environment into which that community’s environment into which that student will emerge intostudent will emerge into

- - checks and balances come from the checks and balances come from the School Board or the principalSchool Board or the principal

A Tribute to Horace Mann

• Massachusetts in the 1830sMassachusetts in the 1830s• Tried to improve the quality Tried to improve the quality

and quantity of teachers and quantity of teachers available to common schoolsavailable to common schools

• Centralize state control of Centralize state control of schoolingschooling

• Developed Developed Normal Schools Normal Schools as “teacher schools” whose as “teacher schools” whose curriculum included:curriculum included:(1) pedagogy, (2) (1) pedagogy, (2) psychology of learning, (3) psychology of learning, (3) training in the teacher’s training in the teacher’s subject mattersubject matter

A Tribute to Horace Mann

• Pushed teaching into the direction of becoming a Pushed teaching into the direction of becoming a professionprofession

• Recruited women into the professionRecruited women into the profession• Paved the way for current issues onPaved the way for current issues on1.1. Teacher preparation and licensureTeacher preparation and licensure2.2. Addressed the consequences of public funding versus Addressed the consequences of public funding versus

private fundingprivate funding3.3. Addressed tensions between public and professional Addressed tensions between public and professional

control over teaching practice and what would be control over teaching practice and what would be accepted as a specialized knowledge base of the accepted as a specialized knowledge base of the profession profession

Professionalization of Teaching

• Common School ReformCommon School Reform

- improve teaching and teachers- improve teaching and teachers

- establish and enforce a moral code of - establish and enforce a moral code of behavior throughout the state and local behavior throughout the state and local school councils:school councils:

Teachers’ professional Code of Teachers’ professional Code of EthicsEthics


• Progressive Era ReformProgressive Era Reform- late 19- late 19thth and 20 and 20thth centuries centuries- teacher preparation programs where attached to four-- teacher preparation programs where attached to four-year baccalaureate degree programs (like law and year baccalaureate degree programs (like law and medicine)medicine)- by the end of WW II, the normal-school era had ended- by the end of WW II, the normal-school era had ended- teacher preparation curricula emphasized current - teacher preparation curricula emphasized current research on learning psychology, principles of group research on learning psychology, principles of group management, and a better preparation into the history, management, and a better preparation into the history, sociology, and philosophy of educationsociology, and philosophy of education- - Columbia Teachers College Columbia Teachers College of the 1930s- modelof the 1930s- model


• Progressive Era Reform (continued)Progressive Era Reform (continued)

- - Professional Administrators Professional Administrators were were educated to play a greater role in school educated to play a greater role in school management and decision-making (business management and decision-making (business model approach)model approach)


• Conant Era ReformConant Era Reform- post WW II teachers and teacher-training were being - post WW II teachers and teacher-training were being judgedjudged

schooling in the United States had become academically schooling in the United States had become academically “soft”“soft”

James Conant reforms called for greater academic rigorJames Conant reforms called for greater academic rigor 1963 produced literature as 1963 produced literature as The Miseducation of The Miseducation of

American Teachers American Teachers by James D. Koerner and by James D. Koerner and The Education of American Teachers The Education of American Teachers by James B. by James B. ConantConant

- - attacked teacher-training programsattacked teacher-training programs


• Conant Era Reform (Continued)Conant Era Reform (Continued)- like the medical and legal professions, - like the medical and legal professions, stressed the importance of an intensive period stressed the importance of an intensive period of practice teachingof practice teaching- internship programs- internship programs- 1970s and thereafter linked teacher - 1970s and thereafter linked teacher evaluations to student test scores- an effort by evaluations to student test scores- an effort by legislators and policymakers to control the legislators and policymakers to control the quality of teachers from the top downquality of teachers from the top down

Contemporary School Reform

• The 1980 and 1990s emphasized teacher The 1980 and 1990s emphasized teacher professionalizationprofessionalization

• President Bush announced in January 2002- President Bush announced in January 2002- the the No Child Left Behind Act No Child Left Behind Act (NCLB)(NCLB)

• Re-enacted the Re-enacted the Elementary and Secondary Elementary and Secondary Education Act of 1965 Education Act of 1965 which raised which raised accountability of local school systems for accountability of local school systems for educating all students educating all students


• Elementary and Secondary Education Act of 1965Elementary and Secondary Education Act of 1965 Increased accountability for states, school districts, Increased accountability for states, school districts,

and schoolsand schools Provided a broader choice for parents and students Provided a broader choice for parents and students

(especially those in low – SES)(especially those in low – SES) Provided more flexibility for states and local Provided more flexibility for states and local

educational agencies (LEAs) in the use of federal educational agencies (LEAs) in the use of federal funds for educational purposesfunds for educational purposes

Provided a stronger emphasis on readingProvided a stronger emphasis on reading


• A neo-liberal response to the problems of the professionA neo-liberal response to the problems of the profession- ARTC (Alternative Routes to Teacher Certification) - ARTC (Alternative Routes to Teacher Certification) programs emergeprograms emerge

Teach for AmericaTeach for America Troops to TeachTroops to Teach Americorps Americorps PLACE Corps (Partnership for Los Angeles PLACE Corps (Partnership for Los Angeles

Catholic Education) – Loyola Marymount University Catholic Education) – Loyola Marymount University L. A. L. A.

The Concordia System of Schools (for the Missouri The Concordia System of Schools (for the Missouri Synod schools)Synod schools)


• ARTC does not look like traditional ARTC does not look like traditional undergraduate or even graduate teacher undergraduate or even graduate teacher preparation programs which require preparation programs which require completion of a degree and/or certification completion of a degree and/or certification before full-time teaching can beginbefore full-time teaching can begin

• ARTC will be “under the gun” by NCLB ARTC will be “under the gun” by NCLB

Teaching as a Public Profession

• In 1986 Dee Ann Spencer presented a viewpoint In 1986 Dee Ann Spencer presented a viewpoint assessing improvements and the validity of the assessing improvements and the validity of the teaching professionteaching professionteaching is a quasi-profession because of low pay - teaching is a quasi-profession because of low pay and a teacher’s lack of control over their workplace and a teacher’s lack of control over their workplace - teaching conditions are similar to blue-collar - teaching conditions are similar to blue-collar conditionsconditions- the way in which the organizational structure of - the way in which the organizational structure of schools has developed over time and the pre-schools has developed over time and the pre-dominance of women in teaching have perpetuated dominance of women in teaching have perpetuated these conditionsthese conditions

Public Control vs. Professional Autonomy

• Legitimate stakeholders play a significant roleLegitimate stakeholders play a significant role

• Statutory ControlStatutory Control

- Tenth Amendment of the U.S. Constitution - Tenth Amendment of the U.S. Constitution grants that “powers” not delegated to the grants that “powers” not delegated to the United States by the Constitution are reserved United States by the Constitution are reserved to the states- to the states- the state has the plenary control the state has the plenary control over public educationover public education


• State Government and Local ControlState Government and Local Control- state education policies are administered through boards of education - state education policies are administered through boards of education and state departments of educationand state departments of education- - States …States …

establish teacher certification requirementsestablish teacher certification requirements minimum number of days public schools are in sessionminimum number of days public schools are in session guidelines for compulsory student attendanceguidelines for compulsory student attendance required subjects to be taughtrequired subjects to be taught health and safety standardshealth and safety standards graduation requirementsgraduation requirements finance policiesfinance policies California and Texas require approval of textbooks at the state levelCalifornia and Texas require approval of textbooks at the state level


• Local School BoardsLocal School Boards representative of state government within representative of state government within

their community- serve without paytheir community- serve without pay appoint the district superintendentappoint the district superintendent approves the district budgetapproves the district budget negotiates collective bargaining agreements negotiates collective bargaining agreements

with teacher unionswith teacher unions acts on employee hiring and dismissalsacts on employee hiring and dismissals


• The SuperintendentThe Superintendent serves as district leader of the educational staffserves as district leader of the educational staff provides direction and supervision of district activityprovides direction and supervision of district activity advises school board on matters before itadvises school board on matters before it recommends policy recommends policy • National acts which have influenced national educational reformsNational acts which have influenced national educational reforms

(1) The National Defense Educational Act of 1958 (for science, (1) The National Defense Educational Act of 1958 (for science, math, foreign language, and guidance)math, foreign language, and guidance)(2) The Elementary and Secondary Education Act of 1965 (now (2) The Elementary and Secondary Education Act of 1965 (now NCLB)NCLB)(3) Education for All Handicapped Children Act of 1975 (3) Education for All Handicapped Children Act of 1975 (Individuals with Disabilities Education Act)(Individuals with Disabilities Education Act)

Professional Satisfaction vs. Professional Ethics

• National Educational AssociationNational Educational Association (NEA) (NEA) research revealed in 2002 that 88% of research revealed in 2002 that 88% of teachers prefer more say-so over curriculum teachers prefer more say-so over curriculum and instruction in their schoolsand instruction in their schools

• Researcher Researcher Karen Seashore Louis Karen Seashore Louis outlined outlined a common denominator of conditions for a common denominator of conditions for teachers in Americateachers in America


• The Louis study shows that teachers find significance in the The Louis study shows that teachers find significance in the following working conditionsfollowing working conditions

Respect and status within the larger communityRespect and status within the larger community Participation in decision-makingParticipation in decision-making Frequent and stimulating professional interaction among peersFrequent and stimulating professional interaction among peers Opportunity to make full use of existing skills and knowledge- Opportunity to make full use of existing skills and knowledge-

professional developmentprofessional development Standard procedures which facilitate immediate and accurate Standard procedures which facilitate immediate and accurate

feedback on teacher performance and student learningfeedback on teacher performance and student learning A pleasant physical hostile-free learning environmentA pleasant physical hostile-free learning environment A sense of congruence between personal goals and the school’s A sense of congruence between personal goals and the school’s

goals – low degree of alienationgoals – low degree of alienation


• The 1980s school reform movement has impacted The 1980s school reform movement has impacted professional satisfaction inprofessional satisfaction in

- the effort to increase teachers’ salaries- the effort to increase teachers’ salaries

* the average elementary teacher spends 47 hours * the average elementary teacher spends 47 hours per week on school duties due to 25 students in a self-per week on school duties due to 25 students in a self-contained classcontained class

* the average secondary school teacher spends 51 * the average secondary school teacher spends 51 hours per week on school duties due to 23 students in hours per week on school duties due to 23 students in each of five classeseach of five classes

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Teaching in a Public Institution