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Section 41. For the purposes of this section, a teacher, school librarian, school adjustment counselor, school nurse, school social worker or school psychologist who has served in the public schools of a school district for the three previous consecutive school years shall be considered a teacher, and shall be entitled to professional teacher status as provided in section forty-two. The superintendent of said district, upon the recommendation of the principal, may award such status to any teacher who has served in the principal's school for not less than one year or to a teacher who has obtained such status in any other public school district in the commonwealth. A teacher without professional teacher status shall be notified in writing on or before June fifteenth whenever such person is not to be employed for the following school year. Unless such notice is given as herein provided, a teacher without such status shall be deemed to be appointed for the following school year.

Except as provided herein, section forty-two shall not apply to school principals, assistant principals or department heads, although nothing in this section shall deny to any principal, assistant principal or department head any professional teacher status to which he shall otherwise be entitled. A principal, assistant principal, department head or other supervisor who has served in that position in the public schools of the district for three consecutive years shall not be dismissed or demoted except for good cause. Only a superintendent may dismiss a principal. A principal, assistant principal, department head or other supervisor shall not be dismissed unless he has been furnished with a written notice of intent to dismiss with an explanation of the grounds for the dismissal, and, if he so requests, has been given a reasonable opportunity within fifteen days after receiving such notice to review the decision with the superintendent at which meeting such employee may be represented by an attorney or other representative to present information pertaining to the bases for the decision and to such employee's status. A principal, assistant principal, department head or other supervisor may seek review of a dismissal or demotion decision by filing a petition with the commissioner for arbitration. Except as provided herein, the procedures for arbitration, and the time allowed for the arbitrator to issue a decision, shall be the same as that in section forty-two. The commissioner shall provide the parties with the names of three arbitrators who are members of the American Arbitration Association. The arbitrators shall be different from those developed pursuant to section forty-two. The parties each shall have the right to strike one of the three arbitrator's names if they are unable to agree upon a single arbitrator from amongst the three.

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Lyon said that collaboration with others is a key part of the Master Teacher program, specifically collaborating with other teachers in the same field, something that she said is also important to do in a small school district.

It was while teaching fourth grade that Lyon said she noticed kids having a curiosity surrounding science. That was when she began to advocate for students to have more science opportunities in the school. She gave an example of getting grants to allow for more scientific projects, such as the tower gardens she was able to have installed in her classroom last year. Because of her interest and love of science while teaching fourth grade, when the school was in need of a fifth and sixth grade science teacher, they asked her.

The main focuses of the Master Teacher program are knowing STEM content and how teachers know their students and families and how that knowledge reflects in their teaching. Lyon gave an example of when she was teaching fourth grade and she knew her students needed more support at home and were struggling with math. She attended personal development and using the flipped classroom strategy, found a way to let students watch a video of her teaching the lesson and then answer one question for homework. Lyon said this allowed for more time the next day to help students understand and practice.

When you finish your training, your initial teacher training provider will tell us about your results. This applies to all teacher training routes and to those awarded QTS following the assessment only route.

In this investigation we explore three different methods for measuring the status of teachers: Ranked, Implicit and Explicit. In this section we explain the rationale for these three different measures and how they were computed.

Our first measure of teacher status is based on a ranking of occupations in relation to each other. GTSI 2018 respondents were asked to rank the following 14 professions in the order of how well they thought were respected (with 14 being the highest and 1 being the lowest):[1]

The rationale for this measure is that respondents are not required to make an explicit quantitative judgement about any specific occupation on any set dimension. Rather, the ranking measure taps into a more instinctive sense of which occupations are more or less prestigious. This is similar to the rationale for widely used CAMSIS measure of occupational status (Prandy and Jones, 2001).

This table shows that headteachers are, on average, ranked among the top four occupations, but that secondary and primary teachers are near the bottom, above only librarians, social workers and web designers. However, these averages disguise a high degree of heterogeneity between countries, as can be seen in Figure 1, below, which shows the average ranking accorded to each type of teacher in each of the countries participating in GTSI 2018.

Figure 1 shows some consistent patterns: headteachers were perceived as more highly respected than secondary teachers in every country except Taiwan and Hungary. Secondary teachers were perceived as more highly respected than primary teachers in every country except Turkey, the USA, and France. However, there are pronounced differences between countries in the status rank of teachers. Focusing on secondary teachers specifically, at the bottom of the scale in Brazil and Israel, they are on average ranked only fifth out of the 14 occupations. Whereas in China and Malaysia, at the other end of the scale, secondary teachers are ranked eighth or ninth.

It is these variations in teacher status (as measured by ranking measurement as well as by our implicit and explicit measurements) that we explore in this report. What explains why teachers are accorded so much more respect in some countries than others? And what are the implications of teacher status for students? Do students in countries where teachers are highly respected perform better?

The statements given in red text in the list above were considered to indicate a negative view of teachers (where the rest of the statements indicated a positive view). Responses to these statements were therefore scored in the reverse direction.

Table 2 shows the extent of the correlation between our three measures of teacher status. Focusing first on the Ranking Measure, this table shows that the rank accorded to primary and secondary teachers is strongly correlated (0.55). People who rank secondary school teachers highly also tend to rank primary school teachers highly. However, ranking of primary and secondary school teachers is much more weakly correlated with the ranking of headteachers, suggesting that the extent to which headteachers are respected is to some extent separable from the respect accorded to the main body of the teaching profession.

Table 3 shows the correlations between the pay and respect questions for the full sample. This table re-affirms the disconnection between primary and secondary teachers on the one hand and headteachers on the other. The perceived pay of primary teachers is highly correlated with the perceived pay of secondary teachers, but the pay perceptions of both of these groups are only weakly correlated with the perceived pay of headteachers.

Table 3 also shows that there is only a moderate correlation between perceived pay and perceived respect for the three groups of teachers. This suggests perceptions of pay and respect are not strongly connected. Respondents recognise that while teachers may be highly respected, they may not be highly paid (or vice-versa).

We proceeded to repeat the same analysis separately for those respondents who answered the pay question first and for those who answered the respect question first. Our results show that the correlations are consistently higher among respondents who were asked the respect question first. This suggests that first asking respondents to consider the extent that teachers are respected encourages them to bring their responses on pay more closely in line with their respect ranking.

Chapter 267 amends the statute on professional teacher status, Mass. Gen. Laws chapter 71, section 41, by inserting after the word "counselor" in line 2, the words, "school nurse." As a result of this 2006 amendment, the first paragraph of M.G.L. c. 71, 41, now reads as follows:

Following are the questions we have received relating to the new law, and our answers to them. Please note that no court has yet addressed the application of the 2006 amendment to school nurses and professional teacher status.1 This advisory reflects our best judgment based on the language of the statute and existing case law. The Legislature or a future court decision may clarify ambiguities in the statute.

As a result of the 2006 amendment, a school nurse "who has served in the public schools of a school district for the three previous consecutive school years" shall, for purposes of M.G.L. c. 71, 41, be considered a teacher "entitled to professional teacher status as provided in section forty-two" of chapter 71.

Pursuant to M.G.L. c. 71, 42, a teacher is a probationary employee for the first three consecutive school years of employment.2 A teacher who has served in the public schools of a school district for the three previous consecutive school years is deemed to have earned "professional teacher status," which is sometimes referred to as tenure. M.G.L. c. 71, 42, provides rights to a teacher with professional teacher status with respect to dismissal, arbitration and "bumping" in case of layoffs, as follows: 006ab0faaa