The Business of Teaching is the Business of Education

Having trained adults in the corporate world for more than 20 years, I was amazed at how much was so similar in the world of Academia. The major difference I find is in grading and student attitudes. In light of this I took great interest in what Tyack and Cuban had to say about what’s been tried and the future. First of all, on a college level it still seems that we are being managed by objectives. We write 1 and 2 year objectives and are assessed early as to how well we achieved our goals (which were pre or co-approved in advance). As in the business world, I look upon this as more of an administrative tool to justify what management wants to do. In the business world, the MBO would be used to justify salary increases. I’m not sure, after 5 years, what the true purpose is in Education other than keeping you on course for self-improvement – ad this is not a bad thing. The second major similarity I found was merit pay. On a college level this has affected me in two ways: (1) I was granted a full professorship based on my 25 years of experience. This allowed the college to offer a competitive salary; however, it also generated a low of resentment from my peers who had more degrees and perhaps 10 or more years at the institution. No one seemed interested in the fact that I was certified to teach more than 51 courses offer in the technology department… and believe me, I think they have squeezed every dime they could out of me – working me days, evenings and weekends. It took more than two years for me to gain the respect I was due and I now find more instructors questioning me then they do our Instructional Technologist. (2). Evaluation and motivation. Tyack and Cuban address the fact that teachers are not afraid of evaluation. At my institution, students evaluate their instructors mid term, which I think is good. If, for some reason we are falling short of their or our own performance, we can make adjustments before the end of the semester. However, Instructors are expected to maintain a minimal average. In the business world, we received bonuses based upon increments above the expected average. For me this was a motivator to obtain money which also made me more responsive to my students. But remember, there was no grading here and if a company did not like your performance, you did not return and would eventually be fired. When grades are involved, a student may evaluate a teacher on how well they (the student) are performing in class. Therefore, academic evaluation must be weighed carefully in order or else they can pose a threat of a negative influence.

I must also address the fact that I think high-stake testing has resulted in “contract training” only instructors are required to perform but will not see the monies that were paid to businesses for the same work. Again, the potential of a threat still exists. I do agree that teachers should have professional training and be certified, but then I attended what was once known as a “teacher’s college.” This does not guarantee great performance but it is a step in the right direction. Teachers deserve to be paid competitively and changes must be made. And I strongly agree that the changes must come from those on the inside who have the insight.

All in all, that is what this book has been about “changes.” We, as a people must become more flexible and responsive, for America will be in a state of constant change – and change is necessary for growth. Therefore I find the following statement by Tyack and Cuban to be very apropos and what I should take with me from this class: “…debate over purpose in public education has been a continuous process of creating and reshaping a democratic institution that, in turn, helped to create a democratic society. A beautiful catch22 at work.