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TEACHERS.NET GAZETTE
JANUARY 2002
Volume 3 Number 1

COVER STORY
Harry & Rosemary Wong say, "All effective schools have a culture and it is the information one gets from a culture that sends a message to the students that they will be productive and successful." This month the Wongs offer more examples of successful school and classroom management...
COLUMNS
Effective Teaching by Harry & Rosemary Wong
Promoting Learning by Marv Marshall
4 Blocks by Cheryl Sigmon
Ask the School Psychologist by Beth Bruno
Online Classrooms by Leslie Bowman
The Eclectic Teacher by Ginny Hoover
The Busy Educator's Monthly Five (5 Sites for Busy Educators) by Marjan Glavac
Around the Block by Cheryl Ristow
Ask the Literacy Teacher by Leigh Hall
The Visually Impaired Child
ARTICLES
Teaching Is...
Avoiding the 'Stares' When Intellectually Challenging Disadvantaged Students: Partnership Lessons from the HOTS Program
Why Use an Interactive Whiteboard?
A Bakerís Dozen Reasons!
The Effects Of Diet
Bully Advice For Kids
Teaching Gayle to Read (Part 2)
Both Sides Now in Gifted Education
What Are We Aiming At--What Do We Really Want To Aim At?
Teaching Graph from the Grassroots
Why Teachers Need Tenure
A Different Perspective to the Holidays
TEACHER INSPIRATION FEATURE
A Lesson Learned
FICTION FEATURE
Follow The Wonder
REGULAR FEATURES
The Lighter Side of Teaching
Handy Teacher Recipes
Classroom Crafts
Help Wanted - Teaching Jobs
New in the Lesson Bank
Upcoming Ed Conferences
Letters to the Editor
Chatboard Poll
FYI
eIditarod 2002
Planetary Society Protests Stop to Near-Earth Object Observations
Presidential Award for Excellence in Mathematics and Science Teaching
7th Annual Multidisciplinary Symposium on Breast Disease
Arab American Students in Public Schools
School Bus Subsidies for Field Trip to 2002 Tour De Sol
Gazette Home Delivery:

 

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Teacher Feature...

Why Teachers Need Tenure

by Stewart E Brekke (retired physics/chemistry teacher Chicago Public Schools) Copyright SBrekke 2001


Teachers need to have tenure. The modern view of some educators and politicians is that tenure for teachers has no value. My experience as a physics and chemistry teacher in the public schools of Chicago has convinced me beyond a shadow of a doubt that all teachers should have the possibility of tenure.

Tenure is really like seniority in other working environments. Tenure protects the teacher from unwarranted and wanton dismissal for doing unpopular things such as failing influential students, becoming a whistleblower, union activity, writing unpopular articles, and lack of favor for almost any reason with changing school administrators and school board politics. Most teaching situations have almost immediate dismissal for cause such as child abuse, theft, and conviction of major crimes as well as teaching incompetence. Therefore, the public should have little concern about teachers having tenure.

I believe that most parents would agree that, when dealing with the public in a way that teachers must such as failing students, enforcing school discipline and choosing one student over another, a teacher needs some kind of job protection.

Most teachers are "little" people in the sense that they often do not have much influence with school boards and administrators. Because of sometimes unpopular decisions, the teacher needs tenure to protect his job and to save him from the financial ruin of unemployment. Also, all persons in a job situation need to have some kind of job security. A person needs to have the long term financial security that tenure provides for his/her family to have shelter, food and his/her children's education.

If there were no tenure for teachers, each new principal and department head would be apt to hire his own new faculty for all kinds of reasons, from nepotism and politics to return of favors. The school district would have a kind of "spoils system" every time there was a change in administration or upon the whim of the administrators, unrelated to job performance. Further, school administrators would constantly be pressured by relatives, board members, and disgruntled parents (to name only a few), who seek to get teaching jobs for their children, friends and relatives. For example, in my last year at one school there were at least six different attempts to get me replaced by fellow employees and parents. In every case my potential job replacement was either uncertified or unqualified in some other way.

Were I not a tenured teacher, I believe I would not have recently retired with a pension for 24 years of teaching service. In one instance my fellow science department members went en masse to the principal trying to get me fired for having written a published letter in The Science Teacher about the violence and outright danger to some of the students in our school and in one chemistry class. In another case I gave an honors chemistry student a D because he did not make up his missing laboratory work. The parents of this students attempted to get me fired 4 times because of this event. Also, I generated a discussion on the origin of life, mentioning evolution as one possibility to stimulate the honors students' perspectives at the end of class one day. The brother of one of the students in the class, a minister, tried to get me fired a number of times as well for simply talking about the origin of life. Were I not tenured, I could possibly have been released in order to lessen parental pressure on the principal.

Finally, there was a recent attempt to take away the tenure of Chicago teachers by the legislature, ostensibly to improve the performance of our Chicago students on standardized tests. I happened to be in a summer program for teachers at Argonne National Laboratory and told a visiting teacher from Minnesota about this potential threat to our tenure. He replied, "Who would take a teaching job without tenure?"


About Stewart E Brekke...
Stewart E Brekke at 59 year old has just retired from his position as a physics and chemistry teacher in the Chicago Public Schools. He taught for just over 23 years with the Chicago district and just over 1 year with approximately 20 surrounding suburban districts, full time and substituting. Mr. Brekke's publishing record includes articles on teaching science in The Physics Teacher and the ISTA Spectrum as well as letters to the editor in Physics Today and The Science Teacher. He has presented two papers to the Illinois State Academy of Science, Physics section.

Stewart holds three degrees: An MS in Ed from Purdue, an MA in Humanities from Wayne State University, and a BA from the University of Illinois. His interests are Physics and Chemistry teaching as well as the Minoan-Mycenean religion, having had two articles on Minoan religion published in scholarly journals. His interest in Physics and Chemistry teaching centers around teaching to minority students the standard mathematical Physics and Chemistry course taught most often to the best students, and not often presented to students perceived as "at risk." He asserts that, "Most students, average and above, can do the standard mathematical course, if they have appropriate support, and are taught with drills and practices not usually given in high school Physics and Chemistry texts."

 

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