Lamos, Steve. “Credentialing College Writing Teachers: WPAs and Labor Reform.” WPA 35.1 (Fall/Winter 2011): 45-72. Print.
Lamos argues for a national credentialing system for college writing teachers as a way both to define and value the specific knowledges and skills of college writing teachers and to create “occupational closure” to help improve the labor conditions of non-tenure-track writing instructors (47). Lamos argues that writing program administrators, as “middle managers,” should lead the case for a national credentialing system, one that models (in part) the system already in place for K-12 educators. He contends that credentialing writing instructors is beneficial to the research-centered university, which has traditionally marginalized the work of teaching, because it addresses the current pressures the reseach-centered univeristy faces, including accountability to undergraduate teaching, competition for undergraduate tuition dollars, and the need for local community engagement. Lamos sees credentialing as complementary to unionization – it can strengthen collective bargaining. Lamos draws on Adler-Kassner’s concept of “story-changing” as a tool for WPAs to use to advocate for writing teacher credentialing. He calls for a CWPA task force to look into the ways a national credentialing system might be put into place and also encourages WPAs to try developing localized systems of peer-review and education in the meantime.
need to define what writing teachers should know, how to assess that, and how to develop hiring and re-credentialing systems
writing teacher education should include coursework, practical experience (better than current TA training at many institutions), on-going mentoring, assessment and evaluation, and professional development
assessment could be a combination of K-12-like credentialing tests and teacher portfolios
need for both a national and a local plan
the economics of labor: credentialling can make college writing teachers more scarce, thus helping WPAs make the argument for better working conditions
credentialing already is there for teachers, OTs, PTs, nurses, etc….many professions have credentialing systems
credentialing can open up the opportunity for more graduate programs that are not solely focused on producing PhDs and give MAs a certification that is marketable.
what is lost when we make a credential?
assessment based in peer-review: writing teachers should participate in cross-institutional peer review