Expert teachers are the answer

Research continually suggests that the deepest influence for improved student performance is expert teachers. Expert instruction is the most fundamental resource for learning and achievement, and we must do all we can to retain expert teachers. Our resources need to be targeting retention of expert teachers rather than missing the mark with other educational reforms.

Some have suggested merit pay, incentive awards or better technology. Those clamoring for improved performance should review the research and not waste valuable time and money suggesting exaggerated reforms that are not fundamental to improving learning and achievement. It is truly teachers, with the expertise, who make the difference. We must retain more teachers year after year — better yet, decade after decade — for them to develop the classroom knowledge that makes an outstanding, expert teacher. Put simply, expert teachers are going to improve education.

I have seen many different educational reforms during my tenure as an educator. The range has been endless and has created a frustrating gauntlet of alterations. In fact, to be honest, it has been overwhelming at times. I have seen reforms come and go. Some, in time, have come full circle. Yet, great teachers and great teaching have endured this continual onslaught of reforms, and these great teachers have still been able to make the difference in performance. And they have done this despite all the obstacles that have been thrown at them.

Many, however, have left the profession before having a chance to become expert teachers. We have, on the average, lost 30 percent of our new teachers in the first three years, and in some cases, up to 50 percent in the first five. With that kind of turnover, we have to ask why? We have lost some incredible, creative and innovative individuals. These are the top five reasons teachers have left the profession of education:

• First and foremost, they did not have enough time to be prepared to meet the challenges of the classroom. Their workloads were just too much to handle.

• Another reason is class sizes were too large for them to feel they could make an impact on learning for each and every student.

• They felt salaries and benefits were not fair and equitable to stay in teaching profession.

• Student behavioral issues disturbed the learning process also were stated as a reason for leaving the classroom.

• And finally, they wanted more academic freedom and collaborative means to influence decisions for overall school issues.

These are difficult challenges we must overcome to retain teachers. It will take some major overhauling to change an entrenched system, but this is a reform worth making. Because, to become an expert teacher, it takes years of being in the classroom and gaining that invaluable experience. A teacher has to stay above the fray, but at the same time stay connected and grounded with students. It is more on-the-job training than anything else, after obtaining a degree. What you learn from your students year after year (and again, hopefully decade after decade) in the classroom, in addition to four or six years of college, is everything. Students teach us how to teach.

Expert teachers have more to offer than improving learning and achievement of their students. They can be very valuable mentors to new teachers struggling with the many nerve-wracking challenges of beginning teachers. They can help new teachers in so many ways: support, planning and specific strategies for specific problems. Most of all, just reassuring them that there are days when nothing goes according to plan, and that it happens to expert teachers as well, also helps. An expert teacher can enlighten the young or new teacher so those days still can be positive, meaningful and insightful experiences. Expert teachers can even help seasoned teachers who have transferred into a new school with the many different procedures and policies that come with new territory.

Expert teachers are the educational experts at the school site. They help lead the way to improved performance for all students at our schools. They have the experience to assist principals who may not have years of experience in the classroom at multiple grade levels by collaborating with the principal to work collegially with all staff. What an incredible resource for our schools and district.

Yes, expert teachers make the difference at so many levels in our schools. However, most importantly, it is their expertise with students that has the most significant impact. That impact is the true educational reform we need, must acknowledge and retain. Why spend valuable time and resources chasing down artificial reforms that will just add to the long litany of reforms already out there? We know the answer. Expert teachers have the deepest influence and are the most fundamental resource to improving learning and achievement for our children. Expert teachers ARE the answer.

Michael P. Carson is a teacher in the Mat-Su Borough School District.