Some Reflections on the Honorable Profession of Teaching

California’s public education system faces significant challenges in ensuring high-quality teaching, as low certification standards and inadequate teacher preparation programs contribute to declining academic performance among students. Current credentialing practices allow individuals to enter the classroom without rigorous independent assessment, leading to concerns about teacher competency. Research indicates that many teacher candidates struggle with basic literacy and numeracy, raising questions about the effectiveness of teacher training institutions. Additionally, limited career advancement opportunities and inadequate compensation discourage skilled educators from remaining in the profession, exacerbating teacher shortages.

This paper calls for a fundamental restructuring of teacher certification, training, and career progression to improve educational outcomes. It recommends replacing the existing certification model with a Professional Teachers’ Exam, similar to the Bar Exam, to ensure that only qualified individuals enter the profession. Additionally, it proposes an extended period of supervised internship to provide new teachers with structured support and hands-on experience. To retain talent, the authors advocate for a restructured salary scale and career ladder, allowing teachers to advance into specialized and mentorship roles without leaving the classroom.

Strengthening teacher preparation and career incentives is essential to elevating the profession and improving student learning. This paper urges policymakers to implement higher academic and professional standards while creating a system that attracts, supports, and retains high-quality educators. By reforming credentialing, training, and career pathways, California can build a more effective and sustainable teaching workforce.