How to Get the Teachers We Want

Autor/in	Hess, Frederick M.
Titel	How to Get the Teachers We Want
Quelle	In: Education Next, 9 (2009) 3, S.34-39 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Human Capital; Teaching (Occupation); Talent; Personnel Selection; College Graduates; Teaching Methods; Teachers; School Based Management; Educational Improvement; Elementary Secondary Education; Professional Development; Teacher Salaries; United States + Suchen Sie Ihr Suchwort? Humankapital; Teaching; Lehrberuf; Begabung; Hochbegabung; Personalauswahl; Personalentscheidung; Hochschulabsolvent; Hochschulabsolventin; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrer; Lehrerin; Lehrende; Teaching improvement; Unterrichtsentwicklung; Lehrerbesoldung; Lehrervergütung; USA
Abstract	"Human capital" is quickly becoming the new site-based management. While few are sure what it means, everyone craves it, has a model to deliver it, and is quick to tout its restorative powers. It's trendy and impressive sounding, but too often settles for recycling familiar nostrums or half-baked ideas in the guise of new jargon. To improve schooling, the U.S. has adopted the peculiar policy of hiring ever more teachers and asking them each to do the same job in roughly the same way. This dilutes the talent pool while spreading training and salaries over ever more bodies. The author contends that there are smarter, better ways to approach the challenge at hand: (1) expand the hiring pool beyond recent college graduates; (2) staff schools in ways that squeeze more value out of talented teachers; and (3) use technology to make it easier for teachers to be highly effective. A 21st-century human-capital strategy for education should step back from the status quo and revisit existing assumptions. A teaching profession for the future would make better use of teachers' talents and skills by adopting a staffing model similar to those in law and health care. Law and medicine have weakened or even severed the link between an employee's formal place in an organizational hierarchy and expected compensation. By allowing pay to reflect perceived value, these fields have fostered norms whereby accomplished attorneys or doctors spend their careers making use of their skills and earn outsized compensation without ever moving into management or administration. That kind of a model in education would permit truly revolutionary approaches to recruiting and retaining quality educators. (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://www.hoover.org/publications/ednext
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10