Learning to help the teachers improve

Jennifer Hemmingsen (“Focus beyond rewards,” July 27) makes some good points when arguing that merit pay can't comprise the entirety of school reform. Let me expand on one she mentions, the unfortunate paucity of instruction within apparently poorly named teachers' colleges.

A large body of research has demonstrated that advanced degrees, years in the field, teaching credentials, teacher test scores, and completing education courses does nothing statistically significant to improve a teacher in the classroom. I know, this makes improving teachers and professional development sound hopeless.

Since it took us a long time to find this out while assuming the opposite, we aren't completely positive what all does make a teacher excellent. That's why current experiments are necessary, while merit pay is a helpful and positive (though not total) step.

Some things we are beginning to learn do help improve teachers, including: mentoring and modeling between good teachers and inexperienced or mediocre but willing teachers; creating a positive school culture of high expectations and collaboration between teachers; and aligning incentives for teachers to do what we know most want with all their hearts: stand at the head of the class while helping their own students do the same.

Joy Pullmann

Education Research Fellow

Heartland Institute

Chicago