Innovative approach to teacher development

Recently in the press the political directorate has been questioning the code of conduct of some teachers as it relates to their mode of dress.

There was immediate support from the National Parent-Teacher Association while some other commentators felt the issue was a distraction, a “red herring” from the social and economic issues facing the nation.

I have argued ad nauseam that the teaching profession is in dire need of reform. This is reflective of the theme of Word Teachers Day.

In our setting, fundamental change is needed that must go beyond ad hoc attempts or “piecemeal” approaches to addressing the professional status and performance of teachers.

The teaching profession, like all major professions, requires social accountability, autonomy, public trust and confidence. Teaching and learning, especially in a global knowledge economy, is too important to be left to chance.

The existing selective and control mechanism that exists under the Teaching Service Commission is archaic and non-progressive.

Entry into the profession via a simple registration followed by a less than scientific recruitment mechanism must be debunked if teacher development and training is to be effective.

Any meaningful attempt at transforming the teaching profession should require licensure for all teachers wishing to teach at all schools — Early Childhood Care and Education to secondary — private and public, according to national standards.

Licences should be granted on completion of a course of study at the degree level and should take into account the changing teaching/ learning requirements of the profession. Every effort must be made to attract applicants with above average academic ability with commensurate remuneration and other benefits.

Professional practice has moved beyond the teacher as purveyor of knowledge, to one of learning counsellor and as team member of school-based management that would include curriculum delivery, the adequate use of academic learning time, inclusive education, student grouping, and learning/ teaching in cultural contexts.

The Ministry of Education in collaboration with its Supervisory Division and with representation from principals and local school boards would appoint teachers throughout public schools in Trinidad and Tobago, while the denominational boards would continue the practice of recommending teachers for appointment. Private schools would not be fettered by the appointment process but would have to ensure that appointees have obtained the necessary licences.

Licensure would be the badge of honour and professionalism for all teachers in Trinidad and Tobago and would provide added professional dignity to the profession.

The implications of course are far reaching and would require constitutional amendments and a review of the Education Act and the Concordat.

The Teaching Service Commission should be replaced by an educational services commission that would be responsible for the selection and promotion of administrative heads including deans, vice principals, principals of schools (Education Policy Paper 1993- 2003, p16).

The Ministry of Education would require an enhanced human resources development unit with outlets at all its educational districts and the Tobago House of Assembly (incidentally the educational districts should be collapsed into the framework and boundaries of the regional corporations), thereby assessing more adequately the teaching needs of schools in each regional corporation.

In the future there will be a greater role for school boards in meeting the professional needs for their schools and by extension the regional corporations/educational districts.

The role of the Trinidad and Tobago Unified Teachers Association (TT UTA) would not be undermined or diminished but enhanced. The association would be responsible for all industrial matters related to teachers, while offering professional guidance in securing tenure from the professional body, wages commensurate with status and performance and improved working conditions.

TT UTA would also be the watchdog for any (in)action of the professional body and the Ministry of Education. It would collaborate with the ministry on all curriculum matters including teacher education.

TT UTA could develop a synergy between public and private schools and help to ensure that all forms of teaching are standards-based, outcome- based and network-based.

Major studies suggest that apart from parents, quality teachers are the most effective change agents in the life of every individual and society.

Such an innovative approach to teacher development will no doubt require steadfast political will as competing interests will seek to nullify the effort. However, if taken seriously it will truly improve the status of our teachers.

* Lennox Bernard PhD is a retired educator