jackiedoherty.org

I refer you to Mimi’s post on LiL as a reasonable response to the assertions made by Paul Georges in response to my recent Op-Ed on school hiring.  Georges obviously has a different perspective than mine. I have talked to many people and gotten very different responses—from one former teacher (who is now a principal) telling me how the administrative apprentice program made a difference, to teachers grateful for the in-district licensing and master’s degree programs, as well as hard-working paraprofessionals nurtured through the system to become special education teachers (30 to date). Many Lowell teachers take advantage of generous tuition reimbursement, a benefit not seen in most districts. And nearly 300 teachers participate (some as mentors) in the New Teacher Academy, not to mention the many who become math resource teachers, lead teachers, or instructional specialists—all administrative pathways filled predominantly from within. Despite what Mr. Georges says, the facts make a compelling case that there are opportunities for advancement for those employees with the skills and willingness to work for them.