As I consider my current position as an "Assistant Professor" in the Dept of Education at a University this year, I ponder the way different institutions percieve the value of their employees, especially when those employees teach or train others.
In public education, we value teachers' depth and breadth of experience - many years in different classrooms, at the Board and in Ministy of Ed positions are considered the makings of a "valuable asset" in terms of the educator. University Professors, on the other
In public education, we value teachers' depth and breadth of experience - many years in different classrooms, at the Board and in Ministy of Ed positions are considered the makings of a "valuable asset" in terms of the educator. University Professors, on the other
hand, are appraised for their "contributions to the research", that is, how much they publish.
How, then, do we bridge the gap when it comes to teachers of higher education?
The program where I teach offers a course in Differentiated Instruction. Student teachers are encouraged to develop instructional strategies that leverage the affinities of the different learners in their classrooms. They are told to differentiate their assessment also, in order to best discern a student's knowledge, skills and understanding. Not only pencil and paper tasks should be used -- we tell them -- to assess students. Rather, they should value all learning styles, for in this way, they will grow a collaborative classroom climate, and begin to build a more inclusive society.
And yet... here we are, celebrating the published works of our colleagues in the university, inquiring after the formal research agendas of those granted sabbatical, calculating the "course credits" and other items that make up the workload of those not pursuing a PhD...
But what of those whose "contributions" take a different approach? What of those who apply their craft in new and interesting ways, who forge different paths, reflecting orally or by blogging about their learning, and spreading the work to other areas where more people can benefit?
For every person who reads a published book or article, at least that many read a blog, engage in a conversation, attend a workshop or seminar.
Alas, it seems we don't value that work.
At least, not as much as we value the correct APA style reference in a long list of footnotes.
How, then, do we bridge the gap when it comes to teachers of higher education?
The program where I teach offers a course in Differentiated Instruction. Student teachers are encouraged to develop instructional strategies that leverage the affinities of the different learners in their classrooms. They are told to differentiate their assessment also, in order to best discern a student's knowledge, skills and understanding. Not only pencil and paper tasks should be used -- we tell them -- to assess students. Rather, they should value all learning styles, for in this way, they will grow a collaborative classroom climate, and begin to build a more inclusive society.
And yet... here we are, celebrating the published works of our colleagues in the university, inquiring after the formal research agendas of those granted sabbatical, calculating the "course credits" and other items that make up the workload of those not pursuing a PhD...
But what of those whose "contributions" take a different approach? What of those who apply their craft in new and interesting ways, who forge different paths, reflecting orally or by blogging about their learning, and spreading the work to other areas where more people can benefit?
For every person who reads a published book or article, at least that many read a blog, engage in a conversation, attend a workshop or seminar.
Alas, it seems we don't value that work.
At least, not as much as we value the correct APA style reference in a long list of footnotes.
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