A Quote by Roy Cooper
Better teacher pay combined with scholarships in exchange for teaching in our public schools can help North Carolina attract and keep talented teachers.
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America does not need gorgeous halls and concert rooms for its musical development, but music schools with competent teachers, and many, very many, free scholarships for talented young disciples who are unable to pay the expense of study.
My education in the public schools of New York City between 1932 and 1944 was an excellent preparation for a life in science. Because of the Depression, these schools were able to attract a remarkably talented and dedicated collection of teachers who encouraged their students to strive for the highest levels of accomplishment.
As a country [USA], we can attract more talented people to teaching by raising awareness of educational inequity and getting the public to understand from individual classrooms, schools, and cities that this is an issue that can be solved.
I was born in Norfolk, Virginia. I began school there, the first year of public school. When I was 7, the family shifted back to North Carolina. I grew up in North Carolina; had my schooling through the college level in North Carolina.
Teachers make a difference, and we would serve our students better by focusing on attracting and retaining the quality teachers by raising teacher pay.
I've focused on making sure we have talented teachers and principals in our schools through proposals like the GREAT Teachers and Principals Act and the Presidential Teachers Corps.
I started teaching in '76 and I'd been a photographer at the Geographic for six years. But prior to being at the Geographic I was a teacher. Plus my parents were teachers and my brother and my grandparents. So it was the culture of our family to think about teaching, to talk about teaching, to talk about teachers.
There's no distinction. A teacher is a preacher. The teachers in public schools are preachers, and the preachers in church are teachers.
Scholarships that allow students to get a good education are important, but first we want to measure the progress that the schools are teaching our students, we want to hold them accountable for the progress, we want to hold the schools accountable for teaching the young people in America.
As Speaker of the North Carolina House, I've proven I'm a problem-solver, balancing budgets, cutting wasteful spending, and providing teachers with historic pay raises.
In education, I'm going to try to find what works. One thing I want to do is improve the quality of teachers. There are a lot of people who want to go into teaching; it's fundamentally a very fulfilling profession. But people don't feel they have financial support. We pay starting teachers in particular too little to attract the quality people that we need. I want to make it easier for good people who want to go into teaching to do that.
We can pay teachers a hundred thousand dollars a year, and we'll do nothing to improve our schools as long as we keep the A, B, C, D, F grading system.
When I was coaching I always considered myself a teacher. Teachers tend to follow the laws of learning better than coaches who do not have any teaching background. A coach is nothing more than a teacher. I used to encourage anyone who wanted to coach to get a degree in teaching so they could apply those principles to athletics.
Apparently almost anyone can do a better job of educating children than our so-called 'educators' in the public schools. Children who are home-schooled by their parents also score higher on tests than children educated in the public schools. ... Successful education shows what is possible, whether in charter schools, private schools, military schools or home-schooling. The challenge is to provide more escape hatches from failing public schools, not only to help those students who escape, but also to force these institutions to get their act together before losing more students and jobs.
Prioritizing our public schools, teachers and students is the single best investment we can make to build a better, brighter future for our families.
There's a small movement of teacher-led schools across the country. These are schools that don't have a traditional principal, teachers come together and actually run the school themselves. That's kind of the most radical way, but I think something that's more doable across the board is just creating career ladders for teachers that allow certain teachers after a certain number of years to inhabit new roles. Roles mentoring their peers, helping train novice teachers to be better at their jobs, roles writing the curriculum, leading on lesson planning.
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