Licensing holds teachers to high standards

Recent pronouncements from a United States educator regarding the licensure of Jamaican teachers are of particular interest to me primarily because they seemed to suggest that this process would not necessarily improve student attainment. Though I believe this to be true, it is somewhat incongruous to the policies and practices of public education in the US in which all 50 states, as well as the District of Columbia, stipulate that public-school teachers be licensed.

Usually licensure is granted by the state or an entity to which such a responsibility is entrusted. Teachers are licensed for either the early-childhood, elementary or middle-school level or at the secondary education level in a subject area. Whereas all states require their teachers to have a bachelor's degree and teacher training, some even require training in technology and the attainment of a minimum grade point average.

Many school systems are busy implementing performance-based systems for licensure, as these necessitate the teacher demonstrating satisfactory performance over an extensive period in addition to passing a content-based exam in the area of specialism to obtain a provisional licence. Most states also require teachers to complete a minimum number of hours of continuing education before their licence can be renewed.

Based on competence

Experience has taught me that there is a significant difference between initial certification and competence. Licensure is based primarily on the latter, as in addition to being erudite about the subject matter, competent teachers communicate well and assume a professional disposition that inspires, identifies and responds appropriately to the diversity of academic and emotional needs present in the classroom. The ability so to do is the product of reflective practice refined by time, and that is what licensure seeks to do. A close examination of the history and evolution of vocational groupings and the conferral of professional status reveals that such bodies mandate licensure. If, then, we refrain from licensing our teachers, we cannot truly regard teaching as a profession.

A study of public attitudes towards teaching showed that parents want teachers to be well-trained and knowledgeable about how to teach effectively. Another revealed that 82 per cent of those surveyed about how to improve educational outcomes emphasised recruiting and retaining quality teachers. Interestingly, in that same study, 67 per cent asked that teachers pass an annual proficiency test.

More effective teaching

Whereas a licensing regime may lead to more effective teaching, which in turn could yield improved outcomes for students whose performance is assessed against established grade and subject benchmarks for mastery, research linking licensing to student achievement is inconclusive. Nonetheless, though critical and not the only ingredient to student success, the time has come for us as a nation to hold teachers to higher standards and expectations.

However, as we embark on this new policy initiative, one needs to consider that teacher quality is more a responsibility of leadership than it is the role of licensure. What will be far more beneficial to our system of education is a licensing regime that focuses more on personnel issues such as performance reviews, termination, ongoing professional development, and merit pay, all of which will improve student performance and less on teacher quality. A preferred licensing model allows school boards greater latitude in deploying staff, as this is what will impact more positively on accountability and student performance.

We are obliged to create a high-quality teaching profession in which excellent teachers are found in every schoolroom. Licensure for all teachers includes mentoring, incentives, and quality professional development. To that end, therefore, we must embrace the thrust towards licensure, which will set and maintain high standards of teaching but, more important, empower the system to reward outstanding teachers and remove ineffective ones.

Maurice D. Smith is a doctoral student at Howard University. Email feedback to columns@gleanerjm.com and maurice.d.smith@bison.howard.edu.