In an interview with Walter Isaacson at the Aspen Ideas Festival, American Federation of Teachers President Randi Weingarten suggested that we establish a “bar exam” for public school teachers in America. This exam–which would be rigorous and would emphasize the teaching of critical thinking skills–would help to assuage growing concerns about the quality of teachers in America.
I respect and appreciate Weingarten’s intentions here. Ensuring that every classroom has a great teacher should be perhaps the primary goal of any education reform proposal. But I fear that another test will just be another hoop for potential teachers to jump through, further insulating the profession.
What we need to acknowledge is that, despite the emphasis on credentials in education, you learn how to teach by teaching; on-the-job training, experimenting, and adjusting is what makes great teachers great. I passed three PRAXIS exams before I started teaching, and I will be the first to admit that my high scores in no way correlated with immediate success in the classroom. (To be honest, closer to the opposite is true.) I’m not denying that learning key ideas and strategies before teaching can be beneficial for teachers. But creating a national exam for teachers and pointing to it as evidence of teacher quality falsely implies that teaching is akin to following an instruction manual–that we follow a set of clearly prescribed steps. It cheapens the art of effective teaching.
Now, don’t get me wrong: I fully support constant evaluation of teachers in order to ensure their instructional effectiveness. But evaluating teachers more before they step into a classroom only serves to further entangle the certification process in needless bureaucracy.