Unfortunately, the kinds of people that run public education, or run their mouths about public education, refuse to understand.
[T]he third big matter is what the changes might mean for getting people into teaching jobs, and whether the tough-to-fill positions can be filled without lowering quality.That presupposes licensing is serving as an impediment to participation, and there is a reserve army of math teachers raring to go, at any wage, but for the license. Reality is that the districts with better schools and better students likely offer some bundle of better schools and better working conditions.
Teacher shortages and declining enrollment in teacher preparation programs have been reported nationwide.
Some critics put a considerable amount of the blame on political forces opposed to teachers’ unions and in favor of using public money to pay for private schools. One outspoken advocate of such views is Tim Slekar, dean of the School of Education at Edgewood College in Madison.
Testifying at the public hearing, he called the teacher shortage “a manufactured crisis” and said that changing licensing requirements “will do nothing except dramatically increase systemic inequity and genuinely harm the teaching profession.”
“Softening teacher license policies or doing away with the license altogether will kill the profession and turn teaching into a low-wage service sector,” Slekar said.