Q & A
Tara Kirton @TaraRKirton
The Teacher Certification Challenges and Changes and How It Impacts Public Schools
@TaraRKirton
Dr. Mike Robinson: Is the best way to solve the teacher shortage crisis to lower the requirements for teacher certification?
Tara Kirton: The teacher shortage crisis requires a different approach, but I’m not convinced that lowering the requirements is the correct answer. How would lower requirements look, and would that be on the national level or would each local district approach it differently? I think context matters. While I want to see more teachers getting certified, I would prefer to look at how we are providing access for teachers who wish to get certified but can’t. The certification process is time consuming and expensive. It would be great to see more financial support to assist teachers who cannot afford to get certified or delay it due to the cost. Emotional and practical support is also essential to prepare for certification and go through the full process. I also recognize that support looks different for students for several reasons that are outside of their control and that directly impacts their ability to obtain their teaching license.
Dr. Mike Robinson: To what extent would an increase in teacher pay and better work conditions address the teacher shortages facing many school districts?
Tara Kirton: Teachers need to be paid more, which is a fact during teacher shortages and outside of shortages. Society generally does not hold teachers in high regard despite high praise at times for their hard work (think of the start of the COVID-19 pandemic when teachers were being praised nonstop). Unfortunately, the complimentary words do not last very long, and more importantly, it does not typically translate into wages and benefits that match the number of hours and actual work that teachers put into their jobs. This is especially true for teachers of younger children since middle and high school teachers typically earn more money. In addition, the work conditions of teachers in public schools were concerning before the shortages began, and it has only progressed as schools lose funding and teachers have to deal with the over surveillance of their practice. I cannot think of one other profession that continuously has to contend with such high levels of disrespect while also being responsible for supporting the next generation of workers and citizens. Teachers are being told what to teach and how to teach it. They are also being told to limit the knowledge they allow children to acquire in schools due to book bans and restrictions on teaching accurate history. This is very problematic. Teachers are not leaving the profession entirely due to low pay. Not enough support from administrators (in some cases), being asked to do more work when teachers are already burned out, and being told how to do your job by people who have no idea what it requires to be a great teacher are all adding to the shortages we see.
Dr. Mike Robinson: State Department of Education determines the criteria for teacher certification, or should the local school districts?
Tara Kirton: Context matters, so for that reason, I think local school districts should determine the criteria for teacher certification; however, I don’t think it makes sense for teachers to have to jump through hoops to get certified in another state if they relocate. There must be a process that is affordable and reasonable for teachers who need to get certified in a different state. As it stands, the process can be very costly for many teachers if they relocate and often discourages them from continuing in the profession. We should make it easier for people to become teachers and remain in classrooms, not harder.
Dr. Mike Robinson: Do you believe Praxis exams hinder educators of Color?
Tara Kirton: I believe Praxis exams hinder educators of Color. These exams were created for racist purposes after the 1954 Brown vs. Board of Education court case. Their origins are rooted in racism and continue to exclude teachers of Color today.
Dr. Mike Robinson: What do you say to those who see the high standards for teacher certification as a way to ensure the best educators are leading the classrooms?
Tara Kirton: High standards are fine. My concern is how these high standards are being determined and measured. There are a number of brilliant and highly skilled teachers who have never been certified, and I don’t think it benefits anyone to devalue their worth simply because they don’t have their teaching license. Teacher certification is not necessarily the problem; however, the requirements around certification are an issue for me.
Bio
Tara Kirton is an early childhood educator and a doctoral student in the Curriculum and Teaching department at Teachers College, Columbia University. She is also a curriculum writer, a teacher educator, and an early childhood and special education consultant. Kirton has facilitated workshops to help teachers and administrators center and affirm racial identity in their work with young children, in addition to a variety of other topics. As a teacher educator, Kirton has taught graduate courses in early childhood and special education and she has supported hundreds of teacher candidates with the certification process. Her research examines how teacher preparation programs interrogate race, racism, and equity with early childhood teachers. Additional research interests include special education and partnering with families. Kirton is a Graduate Student Executive Board Member for the American Educational Research Association, Division K (Teaching and Teacher Education).
Tara Kirton: The teacher shortage crisis requires a different approach, but I’m not convinced that lowering the requirements is the correct answer. How would lower requirements look, and would that be on the national level or would each local district approach it differently? I think context matters. While I want to see more teachers getting certified, I would prefer to look at how we are providing access for teachers who wish to get certified but can’t. The certification process is time consuming and expensive. It would be great to see more financial support to assist teachers who cannot afford to get certified or delay it due to the cost. Emotional and practical support is also essential to prepare for certification and go through the full process. I also recognize that support looks different for students for several reasons that are outside of their control and that directly impacts their ability to obtain their teaching license.
Dr. Mike Robinson: To what extent would an increase in teacher pay and better work conditions address the teacher shortages facing many school districts?
Tara Kirton: Teachers need to be paid more, which is a fact during teacher shortages and outside of shortages. Society generally does not hold teachers in high regard despite high praise at times for their hard work (think of the start of the COVID-19 pandemic when teachers were being praised nonstop). Unfortunately, the complimentary words do not last very long, and more importantly, it does not typically translate into wages and benefits that match the number of hours and actual work that teachers put into their jobs. This is especially true for teachers of younger children since middle and high school teachers typically earn more money. In addition, the work conditions of teachers in public schools were concerning before the shortages began, and it has only progressed as schools lose funding and teachers have to deal with the over surveillance of their practice. I cannot think of one other profession that continuously has to contend with such high levels of disrespect while also being responsible for supporting the next generation of workers and citizens. Teachers are being told what to teach and how to teach it. They are also being told to limit the knowledge they allow children to acquire in schools due to book bans and restrictions on teaching accurate history. This is very problematic. Teachers are not leaving the profession entirely due to low pay. Not enough support from administrators (in some cases), being asked to do more work when teachers are already burned out, and being told how to do your job by people who have no idea what it requires to be a great teacher are all adding to the shortages we see.
Dr. Mike Robinson: State Department of Education determines the criteria for teacher certification, or should the local school districts?
Tara Kirton: Context matters, so for that reason, I think local school districts should determine the criteria for teacher certification; however, I don’t think it makes sense for teachers to have to jump through hoops to get certified in another state if they relocate. There must be a process that is affordable and reasonable for teachers who need to get certified in a different state. As it stands, the process can be very costly for many teachers if they relocate and often discourages them from continuing in the profession. We should make it easier for people to become teachers and remain in classrooms, not harder.
Dr. Mike Robinson: Do you believe Praxis exams hinder educators of Color?
Tara Kirton: I believe Praxis exams hinder educators of Color. These exams were created for racist purposes after the 1954 Brown vs. Board of Education court case. Their origins are rooted in racism and continue to exclude teachers of Color today.
Dr. Mike Robinson: What do you say to those who see the high standards for teacher certification as a way to ensure the best educators are leading the classrooms?
Tara Kirton: High standards are fine. My concern is how these high standards are being determined and measured. There are a number of brilliant and highly skilled teachers who have never been certified, and I don’t think it benefits anyone to devalue their worth simply because they don’t have their teaching license. Teacher certification is not necessarily the problem; however, the requirements around certification are an issue for me.
Bio
Tara Kirton is an early childhood educator and a doctoral student in the Curriculum and Teaching department at Teachers College, Columbia University. She is also a curriculum writer, a teacher educator, and an early childhood and special education consultant. Kirton has facilitated workshops to help teachers and administrators center and affirm racial identity in their work with young children, in addition to a variety of other topics. As a teacher educator, Kirton has taught graduate courses in early childhood and special education and she has supported hundreds of teacher candidates with the certification process. Her research examines how teacher preparation programs interrogate race, racism, and equity with early childhood teachers. Additional research interests include special education and partnering with families. Kirton is a Graduate Student Executive Board Member for the American Educational Research Association, Division K (Teaching and Teacher Education).