Does teacher tenure have a future?
Scott McLeod, J.D., Ph.D., is an Associate Professor of Educational Leadership at the University of Kentucky. He also is the Founding Director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE), the nation’s only academic center dedicated to the technology needs of school administrators, and was a co-creator of the wildly popular video series, Did You Know? (Shift Happens). He has received numerous national awards for his technology leadership work, including recognitions from the cable industry, Phi Delta Kappa, and the National School Boards Association. In Spring 2011 he was a Visiting Canterbury Fellow at the University of Canterbury in New Zealand. Dr. McLeod blogs regularly about technology leadership issues at Dangerously Irrelevant and Mind Dump, and occasionally at The Huffington Post. He can be reached at scottmcleod.net.
As a school law instructor and tenured associate professor of educational leadership, I perhaps have a different view of tenure than most P-12 teachers. As we look to what the future of tenure may be, I believe that it’s important to recognize a few key issues that will shape the discussion and form of tenure in the years to come.
Before we begin, it may be helpful to have a quick overview of the history of tenure. Tenure was created to protect teachers against the personal and/or political whims of school administrators (and, sometimes, parents). Initiated by New Jersey in 1910, educator tenure laws gradually spread across the country. Today most states extend some kind of tenure protection to teachers. Protections typically vest for P-12 educators after two or three years in the profession, unlike their postsecondary counterparts, whose own vesting usually only accrues after six to ten years of probationary status. More recently, a few states have actually eliminated teacher tenure or discussed doing so.
So, with that background quickly covered, let’s get into the big issues. Note that the points outlined below don’t address whether or not teacher tenure is ideologically or educationally desirable. Instead, they highlight popular belief systems about the practice.
As a result of these and other issues, many Americans don’t really understand or support tenure. Instead, they see tenure as a refuge for incompetence and a platform for political lobbying that’s perceived as often being only marginally related to education. They wonder why the talented untenured teacher gets fired while the marginally-skilled veteran gets to take over her classroom just because she’s been around longer. They take the incredibly low teacher termination rates in most school districts and compare those to the number of poor teachers their children experience over the years. And they shake their head in dismay.
If you pulled aside your average non-educator American citizen and inquired about his support for tenure, I would venture that such support would be fairly low. In other words, I think it is safe to say that regardless of whatever benefits there still may be for teacher tenure, those arguments are losing in the court of public relations.
I don’t think the education profession is going to be able to withstand the lack of public support for tenure for too much longer. Teacher tenure is too easy a political talking point and too easy to mock with soundbites and statistics. Without compelling rationales for continuing the practice – ones that resonate both intellectually and emotionally with the American public and politicians – it’s only a matter of time before tenure inexorably disappears from the educational landscape.
So if tenure is worth preserving - and many think it is – the challenge for American teachers is to somehow address the issues delineated above and sway the American public back in favor. Right now, I don’t see that happening in any substantive way. Even if teachers made this a major PR push over the next few years, I think it’s an uphill battle.
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