This seems to be a critical issue if the charter school movement is ever to enlist the potentially powerful assistance of the teachers' unions. Most teachers, especially those heavily impacted by the straitjacket of the NCLB implementation in their school districts (lock-step curricula, etc.) would support charter schools as long as good teaching was rewarded and good teachers provided at least most of the security we currently enjoy.
Secondly, it is an issue which, when regulated, becomes the venue of teacher colleges - and how many teachers do you know who feel that their teacher-training courses were of much use at all? How do we test for teaching competency in a realistic way?
Posted as a reply to:
subject-matter competence vs. teaching competence by Michael Strait
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