The Teaching

TEACHER PREPARATION Most any student eligible for entrance into our Wisconsin universities can be admitted to over thirty of our approved teacher training courses. In South Korea, only 15% of applicants are admitted to elementary education courses. In Finland only 1 in 10. We in Wisconsin produce a surplus of teachers. Despite our many highly dedicated teachers, we employ relatively low standards when hiring & certifying teachers. A bipartisan but controversial National Council on Teacher Quality (NCTQ) evaluation study found that not one of our some thirty Wisconsin education institutions cracked the top list of education schools in the country. A more recent Four Star 2017 survey (NCTQ) identified only two of our schools as even Two Star! In 2023, only three of the WI schools drew an A for teacher math preparation. Why not allow in a staged way, the recruiting and certifying only of those Wisconsin high school graduates into teacher education who are within the top third of SAT scores? With tougher certification, higher, competitive salaries and an exciting, challenging “Stretch Targets” culture, will we not begin getting again the ‘best and the brightest’ to teach? Most experts agree that effectiveness in teaching is not a question of charisma. Rather it is a mastery of subject, good coaching and hard, loving work at learning the craft and the techniques for the joyful engagement of students. “Good teachers are not born, they’re made!” (Elizabeth Green)

CERTIFICATION OF TEACHERS Wisconsin and Massachusetts were at similar levels of mediocre K-12 performance back in 1993. Today, Massachusetts, now at global achievement levels is rated the best state in the nation, while Wisconsin scores have declined. What did Massachusetts do differently? According to a Wisconsin Policy Institute study, just two things: (1) Created and implemented six years later very rigid, targeted high school graduation requirements (MCAS). (The Massachusetts graduation requirements in 2026 are now being revised. In STRETCH, we are suggesting that even with the very high global STRETCH goals, high school graduation should not be the critical score card. Rather it is Wisconsin vs PISA top countries in Math, Science & Reading as each WI district raises significantly its PISA scores. WI high school graduation requirements can remain rather minimal. See below.) (2) Required, like their lawyers and their doctors, that all K-12 teachers be certified to very high standards in their respective subjects (MTEL). The first year only 40% of the Massachusetts teachers were so certified. The State gave the remaining 60% five more years to pass. “Muscle and weight behind state standards!” (A. Borsuk, Refocus Wisconsin) In addition, every WI teacher will take the required new courses for FUN & enjoyable student engagement practices at different grade levels. Yet in Wisconsin in August, 2016, sadly the DPI to recruit teachers made it rather easier to be licensed! And when a Wisconsin teacher passes her/his STRETCH certification tests, her/his current salary will be raised by thirty percent. Other incentives to retain young teachers for say 5 or 10 years will be considered. And in very rare situations, the DPI may ‘pass’ an experienced, and exceptionally capable teacher, who for certain reasons, was not able to pass the required exams.

EXCEPTIONAL TEACHERS/TEACHER RESPECT The first requirement for exceptional teachers is to NOT feel sorry for their students. Rather, to come into the class room each day with very high expectations for their kids, and as much love for them as possible! These certified teachers that buy wholeheartedly into “Stretch Targets” and work hard to improve their skills and the skills of fellow teachers are a critical factor in performance. Most of our Wisconsin teachers are good, well intentioned and want more of their students. As an entire district moves ahead on “Stretch Targets”, and eventual huge improvements in performance and rising student scores are observed by the public, community respect for these great teachers and attractiveness of the profession will be earned back!

WELL ROUNDED EDUCATION Yes, much, much emphasis must be put on math, science and reading scores. They are the foundational blocks for learning and technology & citizenship. They are also the easiest to track internationally. But subjects such as writing, literature, history, political science and computer science should certainly not be overlooked. Indeed, the study of these subjects will be enhanced if students can read, think, and count well above their grade levels. Art, music, and health/physical education & civics likewise can then be better used to generate knowledge and imagination and lifelong habits of health, good citizenry, and the work ethic. Yet should not school districts also determine that for focus and economy, subjects such as drivers’ education be taught by other institutions? (See ADD ONS below under STRATEGY & IMPLEMENTATION.)

FUN! From age four on, through high school, innovatively having FUN as the students are achieving much more, is critical! Enjoyable events, satisfaction from the higher level learning, creative projects, appropriate if limited contact with parents, and limited but fulfilling extracurricular activities with ‘learning’ devised by these highly qualified teachers will hopefully result in students working enjoyably harder at all levels in the classrooms. The parental praise and self esteem movement in education, unrelated to achievement, can be dangerous for a child (Bronson & Merryman, Nurture Shock). But joy of learning with increased academic intensity will rather enhance self-esteem. Massachusetts in 2016 embarked on a series of experiments to generate more fun in their internationally top-rated schools. Madison’s One City Early Learning Centers, at one point, adopted from China the very innovative, widely praised AnjiPlay system that provides preschool children with far more “fun, love, risk, joy and reflection” in their learning.

FEWER TESTS? Reducing the number of mandatory tests currently may not be possible. And certainly, teaching from ages 3~4 on should NOT be geared primarily to tests other than the PISA standards. Yet, well qualified teachers in the right environment will have a good feel for student performance vis a vis the global “best”. Of course, use the WI ACT 20 nationally required tests, and when feasible and practical, use custom-made, minimum pressure, and informal assessment tests. Some Wisconsin high schools in the past until COVID such as in Kettle Moraine & Pewaukee School Districts, have taken the international PISA tests to globally benchmark. All Wisconsin students, in public, public charter, choice & home schools, at age 15 will be counted in the PISA sampling formula for required participation beginning on a staged basis. These OECD-sponsored tests are for Math, Science & Reading that emphasize critical thinking. (Could we save time, energy and space and take the mandatory Common Core and other currently required tests all in the same day/week with the international tests? That’s what they do in Germany.) From a very early age, hard work and fun and thinking in learning should be at the heart of the classroom effort! Good test results will follow!

LONGER HOURS American children spend fewer hours in school than most other top performing countries. A growing consensus indicates that longer school days and additional one to two summer month additional studies will result in less forgetting & faster learning! In addition, facilities and faculty will be available in after school hours starting in early grades for students, including high school student athletes, to do much of their homework with mentor presence, before leaving school. MORE TIME LEARNING!

See more on how we can create this change!