As a teacher and voter, I am hugely impressed with John Edwards' comprehensive education agenda, unveiled over the past weekend. An ideal presidential candidate is someone who a voter feels "gets it," whatever that ineffable "it" may be. A vote for a president is a vote of faith that in the future, whatever arises, he/she has the ability to understand, empathize, and enact appropriate, beneficial improvements. The Edwards initiatives indicate that he "gets" the needs of children and teachers, an encouraging bellwether.
The Washington Post observed that the biggest emphasis from Edwards was not on testing, but on improving conditions for teachers. "Teachers, not tests, are the single most important factor in successful schools," Edwards said.
Edwards is right, and his ideas to improve teaching conditions are compelling. He proposes higher pay for teachers -- particularly strong veterans -- to teach in high-needs schools. This will fuel a redistribution of resources that will help lift up poor and suffering neighborhoods. This variation on military "hazard pay" is a much stronger solution to closing the social class achievement gap than the popular "merit pay" idea of giving bonuses to teachers who pump up their students' multiple-choice test scores.
He wants to create a National Teacher University, a kind of West Point for teachers. This will attract more quality young teachers to the field and nurture a culture of excellence -- it's a great idea.
When I was a rookie teacher in the Bronx, I endured a trial-by-fire initiation of teaching a class stacked by the administration with problem-reputation students. It led to extreme stress, diminished teaching, and many disappointments for the students and me. Under Edwards' plan, that kind of hazing could never happen. In discussing new teacher support and retention, he articulates:
"A third of all new teachers leave the profession within three years. Students in high-poverty and high-minority schools are twice as likely as other students to be taught by inexperienced teachers. Edwards will help states support teachers during their early years. He will encourage a transition year for rookie teachers with smaller class sizes, reduced teaching loads, and minimal extra duties. Resources will support structured mentoring programs pairing new teachers with successful veterans. Finally, he will support professional development based in actual classroom needs."
He goes on to recognize the importance of reducing class sizes, building new schools, and assessing students not with one be-all and end-all test, but with a range of tools. He also -- among many other ideas -- proposes universal four-year-old preschool, funding better special education, and more "early college high school" programs on college campuses to earn a high school diploma and associate's degree in just five years.
It's exciting stuff.
I may sound like I'm on the Edwards campaign payroll, but the truth is, I haven't yet decided who has my vote. However, Edwards' plan has refreshingly raised the level of the education discussion among presidential candidates. His plan indicates he "gets it."
Candidates Clinton, Obama, Richardson, and Biden have all popularly spoken out against the stranglehold of No Child Left Behind, but Edwards has now set a high bar for them to articulate their positions on this crucial domestic issue.
Dan Brown is the author of the rookie teacher memoir, The Great Expectations School. He will be reading from and discussing his book at 7 p.m. on Tuesday, September 25, at the KGB Bar in New York City.