Wednesday, October 05, 2016

Reciprocity? Can you get an ointment for that? (More adventures of Youngest Son in the ignorant world of education)

A couple of years ago, I wrote a post suggesting that the best way to improve education in this country would be to tear down all schools of education. My rant was prompted on that occasion by my son's being refused the opportunity to student teach during his 7th college semester. After he had received fairly mediocre grades in his freshman year education courses---still adequate, mind you, according to the standards then in force---the Education Department at Youngest Son's thrice-cursed South Janesville College decided to raise the standards for student teaching.

Yes, I know. Ordinarily, I'd be the first to say "hooray" for raised standards. But the school retroactively imposed these standards---held them against---Youngest Son; they did not 'grandfather' him into the program. He wound up having to 'return' for a ninth semester---which was the Education Department's goal all along, to keep pumping kids for tuition for the longest time possible---and, even then, he had to battle because the grades he received freshman year, which would not have been perfectly acceptable for eventual student teaching according to the standards in place at the time Youngest Son earned those grades, were still used to threaten his prospects.

Now you may think that my beef is really with South Janesville College, that the SJC Education Department is particularly incompetent and inept---and it is---but my beef is with the entire education establishment in this country, at least insofar as I've encountered it. I said tear the system down in 2014. My attitude has only hardened: Blow up all the schools of education, I say now, burn the buildings down, raze the rubble and sow salt on the sites where the buildings once stood.

Now, not all of the dialog in the screed that follows is exact. I exaggerate for effect. But though I may exaggerate, it is only to expose to sad and sorry truth of the closed, dim, dumb, dense, peanut-sized brain of the apparently typical education bureaucrat and administrator....


Youngest Son did persevere in his quest to complete his teacher's credentials. He served his ninth semester largely at home, teaching in a near north suburban high school, under the mentorship of a friend of ours---someone we know not to have two heads, someone I would wholeheartedly exempt from my attitude toward teachers generally. Every rule has exceptions. My wife is a teacher; I surely exempt her.

And the 'supervising teacher' (I may have the idiotic nomenclature wrong, but this is the teacher who is enlisted by the college to see whether its student functions well or badly---it does not rely solely on the report of the classroom teacher to whom the student teacher is assigned) is the husband of a former colleague of my wife, a colleague that my wife and I both think very highly of. She's actually made appearances in these essays, at least a couple of times. I like her; I trust her. I don't know her husband from Adam's off ox, but I know he has a PhD in history (my son's a would-be history teacher) and a Vietnam vet (that makes a difference to me, which I will come to... eventually).

Anyway, both of these supervisors thought the world of Youngest Son. They thought he handled himself superbly in the classroom. They thought that he should be snapped up in a minute by the school district where Youngest Son was student teaching -- and there were, in fact, three history jobs coming due in the high school for the coming year.

Of course, Youngest Son completed his ninth semester around the end of 2015. Maybe his responsibilities stretched into January of 2016; I don't recall at this point and it really doesn't matter.

High schools hire for the Fall, not for January. And Youngest Son was cut loose, cast adrift, placed at liberty in January.

Sign up to be a sub, he was told. The rules with regard to subbing have long been that anyone with a college degree---even me, though I'm totally unsuited for classroom work---can be a sub. That's what we were told.

He was never called.

There was some delay in processing Youngest Son's license. In a final insult, South Janesville College couldn't quite finish its paperwork so that Youngest Son could get his Wisconsin teaching license right away. It took a couple of extra months, many phone calls and emails and even a pilgrimage to the old campus by Youngest Son to get the paperwork moving.

But eventually it moved. He had to be fingerprinted, submit to a background check, a few things like that. But the license was finally issued.

Now, Youngest Son could supply his license number when he applied for teaching jobs. And he applied to any and all teaching jobs in the Chicago area during the Winter and Spring and Summer---and the glowing recommendations he received from his student teaching supervisors notwithstanding---he got nary a sniff from anyone. Even the school where he had student taught, which had three history teaching positions to fill, did not give him an interview. That school interviewed a knuckleheaded grammar school classmate of Younger Daughter, a girl who'd stretched her undergraduate career to 11 or 12 semesters; Younger Daughter saw it on Facebook and was afraid to mention it to her brother lest his head explode.

Youngest Son became quite adept at applying. It was all computerized, he told us, and it was the delay in getting a license number that, Youngest Son later determined, created the first problem. The computer kicked out anyone without a license number: Even if the person in question had taught in the building and was vouched for by a senior teacher there, the application never made it to a set of human eyes.

How nuts is that?

But it gets much, much worse.

Remember how I mentioned that Youngest Son got a Wisconsin license? Thrice-cursed South Janesville College is in Wisconsin. Naturally its graduates would be licensed in Wisconsin.

Fortunately, Wisconsin and Illinois have a reciprocity agreement: An Illinois license is good in Wisconsin and a Wisconsin license is good in Illinois. Teachers are told that, if they wish to remain in Illinois, however, they should convert their Wisconsin license to an Illinois license within five years.

On this, all were agreed. South Janesville College said so. We heavily discounted anything SJC had to say, of course, but the teachers who supervised Youngest Son's student teaching efforts both concurred as well.

Finally, in August, having applied for a history position that just came open unexpectedly at a Chicago science and technology charter school, Youngest Son received an invitation to interview.

Initially, things went well. He had his Wisconsin license with him, and his glowing letters of recommendation, and the initial interviewer seemed quite taken with him. She called in someone else---an administrator, presumably---who came in and seated himself before the computer. A few keystrokes later he said, "Your name's not here." He was looking at a page on the website of the Illinois Board of Education. He read off a name. "Is this person related to you?" he asked. "My mother," said Youngest Son. "Well, she's here, but you're not," he said.

"Yes, but I have reciprocity." Youngest Son held up his Wisconsin license.

"Is that contagious? Maybe you should see a doctor."

"No," Youngest Son tried again. "My Wisconsin license is good in Illinois for five years."

"But it's not here," said the man, the apparent administrator at a science and technology charter school, gesturing at the screen.

The interview was over.

But---the statutes notwithstanding---now we knew: The Wisconsin license was bupkis. Youngest Son immediately began the process to convert his Wisconsin license to an Illinois license. More forms were required. South Janesville College was required to send records---Youngest Son's copies weren't good enough---but, wonder of wonders, on this one occasion, South Janesville College acted promptly. Still, two months later, according to the same website that charter-school jackass was looking at in August, the application is "pending." The kid can't get a job without the license---even though he has a license that is supposed to be good under the law---and he can't get the State to act on his application.

Meanwhile, we've learned that the State of Illinois does issue a substitute teaching license. It isn't required, so far as we know; it's just that no one will hire you as a substitute without one. So Youngest Son went a got a substitute teaching license -- I saw it this morning on the screen at the Illinois State Board of Education website. There was still more forms to fill out, another set of fingerprints, all for the hopes of getting $100 or so a day as a sub. A hundred dollars a day, even if you work every day, adds up... slowly... and not to very much.

Public high school teaching jobs start anywhere from $40,000 to $50,000 a year---decent money---but you have to jump through an awful lot of hoops to get there.

And, of course, you have to be on the screen.

Now you may be wondering---if you have a good memory, at least---why I mentioned that it was significant, in my mind, that my son's supervising teacher was a Vietnam vet.

Well, it may not be the only reason why departments of education, education bureaucracies, and educators generally suck (that's a technical term), but I'm absolutely positive that the Vietnam War contributed.

See, back when the war was on and the draft was going, one of the best ways to get out of the draft, and thereby avoid Vietnam, was to go to college. So many of our most hawkish neocons evaded actual military service in this way. A lot of schools, including my own alma mater, had "draft counselors"---students in good academic standing who could earn their continuing deferments---who helped their duller classmates find departments and programs that would allow them to stay in school, too. I was a little young for Vietnam, but some of the ex-draft counselors were still in school or hanging around campus when I started. I got to know a few (I worked for one---I didn't know him from undergrad, but we had mutual acquaintances---for many years). And I know a lot of the dullards got steered into education programs. Easy, easy A's and B's---or C's, anyway, for the really dumb ones---aided and abetted by sympathetic professors who did not want to be responsible for sending anyone to the jungles of Southeast Asia.

Yesterday's draft-wary dullards are the deans of education departments today, the superintendents, the principals. Once in power, they continued to recruit and promote equally dull, untalented, unimaginative people just like themselves. And public education in this country went careening downhill. I don't know why the husband of my wife's colleague actually served, but at least he wasn't 'saved' by draft counselors, which is why I automatically exempt him from the scorn I heap upon so many of the 'professional educators' of today. You may not think that's a proper tie-up, but that's my opinion anyway.

1 comment:

Kacey said...

Perhaps youngest son should come to Ohio, where graduating teachers get jobs. Our oldest daughter graduated after 3 1/2 years and promptly got her first job at a new school that opened in March. After a failed marriage and three little boys (teaching all the while), she continued to teach, schlep the little boys to a sitter, keep house and get her Master's + in reading, which is a very good thing for a primary teacher to have. She retired last spring after 35 years with about $80,000. a year retirement. Oldest boy is a Penn Law grad working in N.Y. and married to another Penn Law grad. Second boy used the Air Force to get a degree in Arabic to use as a flying decoder over the middle east, then got his computer engineering degree on Uncle Sam. Baby boy worked two jobs and paid for his whole degree, graduating debt free. I think your problem is Illinois, not your lovely son. I cannot imagine with you as his father, that they would dare to treat him so dreadfully. Must be those rotten, liberal colleges!