Tenure was originally created as a protection for teachers. In more recent times however, critics have grown concerned that it has turned into a system that has the potential for abuse. Read on to learn about the history of tenure and the arguments for and against it.

The History of Tenure

The early twentieth century saw an immense number of unions formed in a wide array of industries, empowering the American workers and dramatically altering legal precedent concerning workers’ rights. During this time, American public school districts began adapting and adopting the process of tenure from colleges and universities and applying it to their own school systems. Tenure, in the K-12 public school sense, provides teachers with the right to due process before being terminated. Before tenure became a common aspect of public school districts, female teachers were often dismissed for getting pregnant or even being seen in town with a man to whom she was not married to; and older teachers were often replaced with new, younger teachers simply because they had become too expensive for the district.

As educational professionals seek ways to improve the American education system in the wake of No Child Left Behind’s rigorous standards, many argue that replacing teacher tenure with a merit-based system would improve teacher quality and, therefore, student performance. However, advocates of teacher tenure argue that is protects vital rights that, if removed, would allow teachers to be exploited and would constrict their ability to improve their educational strategies.

What are the arguments for teachers being able to receive tenure?

Advocates argue that the tenure system protects teachers from being wrongfully dismissed because of problems that could arise out of industry politics, economics, and other such dynamics, as well as personal or political reasons, such as disagreeing with the school board over whether to teach a topic such as evolution or to teach a banned book. Advocates argue that this allows teachers to take more risks in their teaching style and methods, encouraging teachers to push the pedagogical boundaries and improve themselves as educational professionals in the process. A distinction that many advocates of teacher tenure make is that it does not make it impossible to fire a tenured teacher. Instead, tenure ensures due process is followed when a district seeks to dismiss a teacher.

Tenure is not merely given to any teacher hired by a district; most school districts require teachers to spend three to four years in a probationary period before receiving tenure, which allows the teacher to gain experience and allows the district to determine whether the teacher will continue to be a valuable addition to the school’s faculty.

Many teachers also face the prospect of termination due to false student accusations. At times a student may falsely accuse his or her teacher of committing a fireable offense, which often gains a large amount of negative publicity for the school district and could potentially blacklist a teacher from getting a job elsewhere. Tenure ensures that a thorough investigation is conducted before the administration acts upon a student’s accusation, thus protecting good teachers from malcontented students.

What are the arguments against teacher tenure?

Opponents of the tenure system argue that it is being manipulated by teachers’ unions to make ineffective teachers difficult to dismiss and creates a system that favors seniority over merit. Opponents argue that while teachers must work through a probationary period before receiving tenure, nearly all teachers receive it once they reach that mark, and therefore tenure becomes a process not aimed at protecting and retaining good teachers, but at protecting the job security of all teachers regardless of merit. In the New York City public school district, 97 percent of teachers received tenure after teaching for three years, and opponents argue that statistics such as these indicate that tenure is not a highly selective process.

Tenure also makes teachers difficult to fire by allowing teachers’ unions to drag out the termination process and to dispute any decisions concerning dismissal, making the removal of poor teachers expensive and time consuming. A study published in 2009 stated that 89 percent of administrators did not fire ineffective teachers for fear of the time and money it would require to do so. Additionally, in the Chicago public school district, where only 28.5 percent of student met expectations on standardized tests, only 0.1 percent of teachers were dismissed for performance-related reasons between 2005 and 2008. Obviously, there is a disconnect between the poor performance of students in this district and the replacement of teachers who were unable to improve that performance.

Many opponents also argue that tenure allows teachers to stop seeking personal improvement and to begin to “coast” through their jobs. In a profession that demands constant improvement while children’s education hangs in the balance, a system that provides teachers with impeccable job security unrelated to merit is not the way to promote teacher development.

Conclusion

The history of granting teachers tenure makes sense, but whether or not the system has reached antiquity is a common topic of debate. Tenure has many benefits — protection and incentives for teachers — but also some downsides — potential to kill innovation. As the American education system evolves and begins to adopt more alternative forms of teaching, such as charter schools, tenure policies may have to evolve too to keep up.

Resources

Primary

University of Minnesota: A Study of Transparency of K-12 Teacher Tenure: What the Evaluation Policy Documents Reveal

Additional

Huffington Post: An Argument For Teacher Tenure

NEA Today: What Teacher Tenure Is and What it Is Not

Teach For America: Point/ Counterpoint: In Support of Teacher Tenure

News Observer: Wake County School Board Opposes Elimination of Teacher Tenure

Teachers Union Exposed: Protecting Bad Teachers

NPR: Is Teacher Tenure Still Necessary?

USA Today: States Weaken Tenure Rights For Teachers

Scholastic: Weigh In: Is Tenure For Teachers Over?

Education.com: Should Teachers Have Tenure?

Concordia Online Education: K-12 Teacher Tenure: Understanding the Debate

Teachhub.com: Teacher Tenure Debate: Pros and Cons

Take Part: Pros and Cons of Teacher Tenure: What You Didn’t Know

Joseph Palmisano

Joseph Palmisano is a graduate of The College of New Jersey with a degree in History and Education. He has a background in historical preservation, public education, freelance writing, and business. While currently employed as an insurance underwriter, he maintains an interest in environmental and educational reform. Contact Joseph at staff@LawStreetMedia.com.

The post Teachers and Tenure: An Outdated System? appeared first on Law Street.

Students have always loved snow days as an excuse to play in the snow and forget about their schoolwork, if only for a day. However, snow days are a logistical headache for the administration and teachers who already have a difficult time cramming 2,500 years of world history or all of the basic principles of chemistry into a school year. As a result, some education reformers are suggesting that we should have “virtual” school on snow days. Read on to learn about what exactly that means, and the debate on virtual school days.

What’s the logic behind virtual snow days?

Snow days disrupt the academic schedule at a critical time in the year when students are least distracted and are preparing to take any number of standardized tests that come in early Spring. Additionally, administrators have to decide whether to add days lost because of snow to the end of the year, which is expensive and adds days at a time when students are mentally checked out and ready for summer.

After this past winter, one of the coldest on record and with an immense amount of snowfall, school districts are looking for ways to cope with a large amount of snow days. On February 13 the Pascack Valley Regional High School in Hillsdale, New Jersey tried holding a virtual school day after schools were closed due to snowfall. All students in the district had been assigned a laptop to bring home at the beginning of the year, and while remaining at home, teachers and students engaged in discussion, completed assignments, and continued progress on coursework. Students even had their physical education class, in which they were instructed to measure their heartbeat before and after going outside to shovel snow for 15 minutes. Though innovative, the New Jersey Board of Education has yet to decide whether they will accept this “virtual” day as an official school day.

While advocates hail this experiment as a success that will usher in a new era of productive snow days, opponents argue that technological barriers and a myriad of other problems prevent this idea from becoming a widely recognized solution.

What’s the argument for virtual snow days?

Advocates see virtual school days as a progressive way to prevent academic disruption and to provide students with as much education as possible prior to the standardized tests that have become so important in the era of “No Child Left Behind.” Standardized tests are often scheduled for February, March, or April regardless of how many snow days a school has had, and days added on in June do not benefit students on these tests that end up determining school funding and grade progression. It would be beneficial to have students continue to progress on coursework, as it not only takes away time from standardized test preparation but is disruptive to a teacher’s academic schedule to have to push back lessons, reviews, and test days.

It is also costly for school districts, which often have an already-tight budget, to keep school open at the end of the year, which involves extending building costs and staff salaries, while also disrupting the schedules of families that may have scheduled a vacation or have signed their children up for day camp during the regularly scheduled summer vacation. Virtual school days would eliminate these logistical problems and provide students with education during the time of year when they are most focused, and not daydreaming of being outdoors.

Advocates point to the success of online college courses and the growing number of individuals who work remotely from home via their computers as an indicator that this system could be adapted for use at the grade-school level. Additionally, advocates argue that virtual school could be adapted for such cases as when students are recovering from an illness but not quite well enough to return to school, which could prevent sick students from falling behind their peers.

What are the arguments against virtual snow days?

Despite being a useful method for keeping school on track and preventing disruption in academics, there are several logistical problems that would make virtual school days difficult to implement. First, snowfall often brings about power outages due to falling tree branches or car accidents, and without power a virtual school day cannot happen. Also, the technology required is not accessible to all school districts or all families that have school-aged children. While more affluent districts may be able to provide laptops for their students, most districts such as those in inner-city neighborhoods do not have the resources to make this happen. While beneficial, many opponents argue that the cost of providing each and every student with virtual school technology is simply not worth the benefits of productive snow days. In areas where all families have their own internet access, a situation in which a family has multiple children but only one computer, as is common, would create problems with virtual school. (Remember how difficult it was to share the TV with your siblings? Try sharing the resource you need in order to complete your schoolwork for the day.)

Another logistical problem faced by virtual school is the teachers who are parents themselves, and so have to watch their children on snow days. Many teacher-parents do not relish the thought of having to teach a full school day via computer while looking after their own children. Teachers of younger children also argue that virtual school would be difficult for children in elementary school, who often need more hands-on guidance with their schoolwork and find it more difficult to sit still and focus for long periods of time. Without the presence of a teacher in the same room as them, many feel that virtual school would not succeed in providing a quality educational day for younger students.

Many professionals are also against using e-learning technology to hold virtual school because many say teaching in this method requires a widely different skill set than those used for in-class teaching. Very few teachers have any type of training in using this technology or this method, and so opponents argue that while virtual school days would have students completing assignments on snow days, the quality of education the students would receive on these days would be dramatically different on days they are in the classroom.

Conclusion

With the state of American education where it is, every chance that we have to provide quality education to our children is valuable. That being said, creating make-shift learning opportunities from home may be more trouble than it would be worth. For those of us located in snow-prone climates, it will be a debate that many school districts will have to have for themselves in coming years.

Resources

Primary

Pascack Valley Regional High School School District: Virtual High School

Additional

NorthJersey.com: Make Snow Days Into Virtual School Days

NJ.com: Schools Offer ‘Virtual Classes’ to Keep Lessons on Track During Snow Storms

Accuweather.com: Could Virtual Classrooms Be a Solution For Snow Days?

Washington Post: Gasp! No More Snow Days?

Gizmodo: Terrible News: The Internet May Kill Snow Days

Middletown Press: Poor Elijah’s Almanack: Neither Snow Nor Blizzard Bags

NorthJersey.com: Snow Day’s Virtual Classroom: Are Lessons at Home the Next Logical Step?

CBS: NJ School District Tries to Get Around Snow Days With “Virtual School Days”

CNN: Students, Say Goodbye to Snow Days–and Say Hello to School at Home

Boston.com: Virtual School Days Replace Snow Days For Some Schools

NBC: New Jersey Students Spend Snow Day in Virtual School

Joseph Palmisano

Joseph Palmisano is a graduate of The College of New Jersey with a degree in History and Education. He has a background in historical preservation, public education, freelance writing, and business. While currently employed as an insurance underwriter, he maintains an interest in environmental and educational reform. Contact Joseph at staff@LawStreetMedia.com.

The post Snowmen or Textbooks: The Debate Over Virtual Snow Days appeared first on Law Street.