When teachers want to move up in the education field, they often cross over to administration side and go on to become vice principals, principals or take on other administrative roles.
By Charley Falkenburg, Staff Writer
When teachers want to move up in the education field, they often cross over to administration side and go on to become vice principals, principals or take on other administrative roles.
However, those who want to keep teaching stay right where they’re at: the classroom, prompting the state Assembly to try and give them more leadership options without making them give up the practice books and lesson plans.
Recently the Assembly passed a bill that proposes giving classroom teachers more steps in their career ladders by giving them the opportunity to become “teacher leaders.”
After completing extra training in already state-mandated areas such as education leadership and professional development, “masters” would be able to become coordinators and facilitators for their schools whether on committees, school projects or communicating with the community.
Under the proposal, those seeking the title would have to earn 12 credits in a graduate course in a college that offers the state-approved certification program. Once a master, the teacher would receive no extra money or a higher salary, but the pay would be negotiable through collective bargaining, according to the bill.
The New Jersey Education Association (NJEA) is rallying behind the legislation and teacher unions in Montgomery and Princeton have expressed similar sentiments, saying the bill could prove to be a good opportunity for teachers in the state.
For Chris Crowe, the president of the Montgomery Teacher’s Education Association (MTEA), it could bring more players to take part in the state-mandated panels and committees required by new evaluation and tenure laws. He thought it could also bolster already existing teacher leadership in professional development, mentoring and instructional coaching.
”As I see it, the bill essentially formalizes a relationship that already exists so I think it will have a very positive impact by encouraging teachers to become even more involved in school leadership,” said Mr. Crowe. “This is good for teachers, students, administrators and the community.”
Joanne Ryan, the president of Princeton’s teacher’s union, also appeared favorable to the bill, but expressed concern about the lack of financial incentives associated with the additional responsibilities. She also pointed out the necessity to have a clear selection process and specific criteria to determine which teachers are eligible for this distinction.
”Without measureable criteria, who would determine which teachers are eligible to become “teacher leaders,” she said. “I’m sure many Princeton teachers will be interested in the opportunity once the details of this bill are worked out.”
It appears that probably won’t be happening in the near future. First, an advisory board has to be created, which would be tasked with outlining the specifics Ms. Ryan mentioned, which include requirements for additional training. Once the committee is created, it has a five-year deadline to complete that outline.