Dr Donna Velliaris scrutinises why it is essential that educators be trained and qualified to teach.
In general, ‘professions’ use some form of credentialing to recognise the competence or expertise of individuals offering or providing specified services. Several terms are used in the ‘School Teacher’ credentialing process to include accreditation, certification, licensure, and registration etc. While such expressions represent an attestation of one’s qualification, competence, or expertise issued by a third party, for the purpose of this article, teacher ‘certification’ and ‘licensure’ are discerned herewith:
Certification: Although the certification process can be as rigorous as that for a licensure program, ‘certification’ is distinguished from ‘licensure’ because it is generally non-governmental and voluntary. Unlike licensure, certification is not permission to act i.e., certification does not involve the regulatory power of individual states and does not grant the privilege to practice. In brief, certification attests to certain qualifications possessed by an individual.
Licensure: The most restrictive form of credentialing refers to the granting of a license by a governmental or delegated e.g., regulatory body, to practice a profession. The primary purpose of licensure is to protect the health, safety and welfare of the public by restricting practice of the profession to individuals who possess the knowledge and skills required to do so competently.
'…teaching with little or no training runs counter to almost everything true about education.'
A professional teacher preparation accrediting body requires the parallel development of: (a) teaching knowledge that is specific to the content being taught; as well as (b) pedagogical knowledge and awareness of child and adolescent development i.e., foundational insights that positively affect students’ learning. Thus, when pre-service teachers complete their qualification prior to obtaining a teaching appointment, they have usually engaged in tertiary-level courses on pivotal matters such as behaviour management and curriculum development, and spent hours in the classroom under the supervision of a seasoned mentor. And, a pre-service practicum placement counts towards the minimum number of hours set for registration as a licensed practitioner.
Indeed, some individuals may seem ideally suited to the profession e.g., enjoying instructional talent from the outset, nevertheless, there is no such thing as a natural-born teacher and teaching is not simply a matter of possessing and disseminating subject matter knowledge to students. Significantly, professional regulations address requirements in three primary areas: (1) education; (2) experience; and (3) testing.
Although becoming licensed may vary between countries, states, and regions etc., the overall ‘criteria’ should be substantial as underqualified persons can impede school-aged children by virtue of everything they fail to bring to the classroom. The traditional route to K-12 teacher licensure is ethically more responsible than hiring candidates without a license in-hand. When school administrators, therefore, conflate ‘potential’ and/or ‘lived experience’ with ‘expertise’, they are likely to jeopardise the overall quality control system that this profession executes in contemporary society.
'...if society doesn’t let amateurs practice medicine or law and most other true professions, why would we let them teach? Should they really be able to practice on school children—our world’s most precious treasures?'
Additionally, specific requirements and procedures for teacher license renewal can vary, so teachers need to be aware of the regulations in their particular jurisdiction. Renewal requirements may include: continuing professional development (CPD) to a stipulated number of hours; passing additional examinations; first aid certification; mandatory notification training; an updated criminal record check; and/or other carefully vetted observations, evaluations or portfolios. Again, the practice of renewing teaching licenses is designed to maintain the quality and professionalism of the teaching workforce, ultimately benefiting students and the education system as a whole.
Unequivocally, licensing requirements serve as a form of accountability. By periodically evaluating and renewing their licenses, educators are held to certain standards, as would be expected of persons in other ‘professions’. Relatedly, the expectation of license renewal promotes the idea of lifelong learning. It encourages teachers to stay abreast of trends in their profession field and invest in their own growth and development.
While it is acknowledged that there are arguments against teacher licensing e.g., concerns about the cost and time associated with the licensing process, the potential for licensing to limit teacher diversity, and the belief that alternative pathways to teaching can produce effective educators, no credible research reveals any advantage to students having teachers without adequate training.
Significantly, unlicensed teachers should not be appointed to positions where there are available licensed candidates. Evaluation of the quality of different licensed teachers would make far more sense, as these persons have made teaching their vocation—at least at the time of licensure—and have passed the requirements regarded as requisite in a particular location. Certainly, their praxis may be deemed inept after licensure, but the fact of the matter remains that they were ‘licensed’ in the first place.
The statement above that “…teaching with little or no training runs counter to almost everything true about education” emphasises the importance of proper training and preparation for teachers, and suggests that quality education is best achieved when educators are equipped with the necessary knowledge, skills, and qualifications to facilitate an effective teaching and learning (T&L) environment. Teaching without proper training is seen as being at odds with the principles and values that underpin the educational process.
In closing, we need to value and respect teachers, maintain a high bar for entry into the profession, and pay them accordingly as an integral part of the professional workforce.
References
—The Marquette Educator [online news], 15 May 2011
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