Excerpt from Rating, Placing, and Promotion of Teachers, Educational Surveys, List of Educational Investigations by Members, 1914, Vol. 5
Last year the matter of the rating, placing, and promotion of teachers was brought to the attention of this Society in an informal report which made in a general way the following propositions.
Certain unhappy conditions attaching to the teaching profession are in large part to be charged to defective methods in placing and promoting teachers. Most prominent among these conditions are: insecurity of tenure; itineracy; lack of vital relationship between teachers and community; unprofessional conduct on the part of teachers; the failure of teachers to grow in grace and power; time serving; insufficient salary. To minimize such evils is serious and pertinent work for educators.
Three main lines of activity in the way of improvement were indicated as fairly obvious, all three to be undertaken through inter-institutional and interstate co-operation: (1) careful determination and statement of facts, causes, and effects of the evils enumerated, the relation of these evils for example, to teachers agencies, the various forces now effectively at work to improve conditions;(2) the devising and perfecting of a nation-wide scheme for placing and promoting teachers - a scheme which will to some extent ameliorate bad conditions through saving the teacher's soul and money; (3) a nation-wide discussion of the ethics involved in seeking, accepting, or leaving a position, and in seeking, employing, promoting, or discharging a teacher. It would seem that reasonable educators, teachers agencies, and citizens in general, after full discussion, might agree to at least the propositions and implications of such a code, for example, as the following:
1. Poor teachers should not receive positions as long as there are better teachers without them.
2. The more expert teachers should be in the more difficult positions.
3. The more difficult positions should be relatively the better paid ones.
4. The individual genius of the teacher should fit the peculiar requirements of the position.
5. Teacher and position should fit each other in such a way as to conserve the ethical, moral, and professional spirit of the teacher, and especially of the new teacher.
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