June 17, 1987

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Vol. 06, Issue 38
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A friend of mine recently returned to his alma mater, where his son is now studying. The boy was taking a philosophy course from the same professor who taught his father 25 years earlier. To my friend's amazement, his son's final examination had exactly the same questions as his own a quarter of a century earlier. Intrigued, he went to see the professor and asked him why. "Well,'' the professor responded, "the questions may be the same, but as the years go by, the answers all change.''
Few people doubt that teaching is a profession that requires certain skills and is useful to society; yet, few teachers feel they are viewed as professionals. To solve this public-image problem, most states have increased the number of requirements an individual must fulfill in order to become a public-school teacher. But, unfortunately, in the mad rush to enhance the professional image of educators, school boards have created a program for first-year teachers that is, paradoxically, both inadequate and overwhelming.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Eli and Edythe Broad Foundation, the Bill & Melinda Gates Foundation, the CME Group Foundation, the Carnegie Corporation of New York, the Jack Kent Cooke Foundation, the Joyce Foundation, the NoVo Foundation, the Noyce Foundation, the Raikes Foundation, the Wallace Foundation, and the Walton Family Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations. Additional grants in support of Editorial Projects in Education’s data journalism and video capacity come from the Leona M. and Harry B. Helmsley Charitable Trust and the Schott Foundation for Public Education. (Updated 1/1/2017)

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