Teachers are professionals, too. Really? Since when?

In the current era of school accountability, teachers and school administrators are being treated as mere subordinates and micro-managers respectively, as opposed to as professionals who mutually work together as a team to educate our students. Yet, we are expected to behave professionally. Huh? How is that possible? I always though professionals and subordinates were different.

Career training editor, Dianne Walker from BellaOnline.com, list the seven "defining factors" that differentiate a professional from a subordinate:

1. Professionals possess specialized knowledge based on an extensive preparation. In its teacher quality mandates, NCLB encourages teachers to advance their content knowledge base and pedagogical expertise. I just wish we could use more of the latter more often in education reform discussions.
2. Professionals participate in ongoing training and development. While NCLB mandates all teachers meet professional development requirements established by each state, perhaps during the reauthorization process, the expectations of high-quality training seminars should be raised as well. In many instances, teachers sit in faculty meetings bored out of their minds as they endured another professional development on information that is irrelevant or forced upon us. In addition, from time to time, it would be great if LEAs would support and encourage teachers to chose and pursue professional development opportunities that is of interest to them; perhaps, the new information learned would more likely be applied in the classrooms.
3. Professionals accepts responsibility. Teachers don't have a problem with this, despite what others say. In general, we embrace it and challenge ourselves to give our best to our students. However, when we are liable for many factors that are beyond our control, then that's where many of us have issues. As I stated in an earlier blog, we should be held accountable for specific areas that we have controlled over.
4. Professionals have a sense of ownership of their work. Teachers don't have a problem with this either; in fact, effective teachers engage in professional reflection regularly. However, I am highly cautious when teachers embrace a competitive spirit among each others. We are not trying to meet quotas here. Students are not mere products; they are living beings who are different in various ways. As teachers, we all have a common goal, which is student achievement. That is not be measured by solely using student test scores.
5. Professionals maintain a networking spirit outside of the organization. Teacher collaboration among colleagues in the same school and different schools is encouraged to share ideas, sharpen skills, and improve student achievement. Unfortunately, it is not done regularly as needed due to a growing competitive nature among teachers, time restraints, and overwhelming workloads.
6. Professionals maintain high standards of ethics and integrity. Most teachers strive to fulfill this. Unfortunately, like any other profession, we have our fair share of bad apples, which unfortunately leaves a lasting impression on public perception.
7. Professionals maintain high levels of performance.  See # 3, 4, & 6 for reiteration.

In addition, well renowned salesperson, Dave Kahle, believes that professionalism is more about the quality, not quantity, of work. He further expounds on this by presenting his two degrees of professionalism:

• We'll want to do better in everything we do.
• We'll seek opportunities and relationship that would challenge us to grow.

Regarding school accountability, it is such a shame the public focus on more on quantity via student test scores in measuring and judging schools and teachers. Unfortunately, to a certain extent, we teachers are to blame for this. For the sake of the children we serve and our own livelihoods, we have to regain control of the fate of our profession. Until we demand to be treated as the professionals we truly are as well as act the part, then the madness in education reform will continue.


One will do what is allowed.