Obama, Duncan: Value Teachers, But Insist on Results

In twin speeches last week, President Barack Obama and Secretary of Education Arne Duncan came out swinging for our kids—and against those who would settle for halting half-measures in reforming our nation’s schools.

While pressing for “results in the classroom,” Obama urged making teaching a prized profession, calling for “a culture where we idolize the people who shape our children's future.” For his part, Duncan flagged measurement of student growth as a “game-changer” for improving all facets of the K-12 system.

“If we want success for our country, we can't accept failure in our schools,” the president said in a speech to the National Urban League on July 29.

“So, I want teachers to have higher salaries. I want them to have more support. I want them to be trained like the professionals they are—with rigorous residencies like the ones doctors go through. I want to give them career ladders so they have opportunities to advance, and earn real financial security. I want them to have a fulfilling and supportive workplace environment, and the resources—from basic supplies to reasonable class sizes—to help them succeed. Instead of a culture where we're always idolizing sports stars or celebrities, I want us to build a culture where we idolize the people who shape our children's future.

“All I'm asking in return—as a president, and as a parent—is a measure of accountability. Surely we can agree that even as we applaud teachers for their hard work, we need to make sure they're delivering results in the classroom. If they're not, let's work with them to help them be more effective. And if that fails, let's find the right teacher for that classroom. As Arne says, our kids get only one chance at an education, and we need to get it right.”

In remarks at the National Press Club on July 27, Education Secretary Duncan said, “The big game-changer is to start measuring individual student growth rather than proficiency -- which is in our blueprint for reauthorizing the Elementary and Secondary Act. We have to use that information to drive student instruction and accountability at every level—classroom, school, district and state.

“If we know how much students are gaining, we will know which teachers and principals are succeeding—which ones need more support and help— and which ones are simply not getting the job done.

“We will also know if the best teachers are distributed equitably among schools or whether the poorest kids who are furthest behind are consistently taught by the least experienced and least effective teachers.

“Go to any low-performing school and I guarantee you will find less experienced teachers and high teacher turnover. Go to any high-performing school and you find the opposite: stability, experience, and a professional teaching culture.”