The Editor, Sir:

The headline on Sheldon McDonald's Letter of the Day, published on Monday, July 14, caught my attention today as I browsed through the online Gleaner. Something positive, I wondered? Not so - my jaw dropped as I read on!

His sweeping statement, based on his observations of a "few years of teaching" ... "However, it seems that the majority of teachers are simply passing through the profession until they can find greener pastures" made my ire raise.

I have been in the teaching profession for nearly 30 years and many of those who entered teaching with me are still serving in education in various capacities. One needs only to visit Wolmers Girls' School where many of those I started my teaching career with still serve (although, I will admit, many of us are nearing retirement, too!).

A passion for teaching

Not all of us began teaching just to pass through! We became teachers to make a difference and have maintained our purpose, despite economic hardship, the daily challenges in the lassroom. I still have a passion for teaching and believe I have made a difference!

I began to wonder where this young man had received the impression that "On the other hand, it seems to be almost humorously easy for one to be deemed a trained teacher - in some cases, as little as six months to a year".

I must contradict him! The majority of us, who were trained in Jamaica, were enrolled in a teachers'-training institution that required us to complete three to four years of training, which included teaching practice placements in each year. (My batch also did a year's internship placement before our training was deemed complete!) Perhaps he is confused by the post-graduate certificate in education which is recognised as certification for university graduates without formal teacher training, prior to their entering teaching.

Producing effective participation

However, I must agree with R. Howard Thompson's letter in The Gleaner, July 16, which suggests that "we ought to introduce professional exams within the profession which, together with on-the-job assessment, would be linked to promotion and salary increase".

This would serve to encourage teachers to remain current and, therefore, produce more effective practitioners to engage our young in learning.

Further, in order to facilitate this, a serious look must be taken at the current offer of INSET given to local teachers, its quality, content and relevance, and increase the opportunities for teachers to participate in ongoing training throughout the year in order to pass the professional examinations suggested by Mr Thompson.

The only 'opportunities' I have ever sought are those which enable me to make a measurable, positive contribution to the education of our young people and I will continue to seek to do so. I know I am not unique.

I am, etc.,

JUNE SOUTH-ROBINSON

junemarie1958@hotmail.com

Kingston

Via Go-Jamaica