This is what you have done to the teaching profession.

You have made teaching a denigrated “job” that will now attract only people who cannot get a job doing anything else, really.

You wanted mindless automatons? Well, that’s what you and I and our children will be getting.

You want to compare yourselves to Finland?! At least there the teaching profession is admired and a position as a teacher is sought after.

From “Teacher Magazine”:


Teachers Wonder: How Much More Can We Take?

By John Norton

During a recent chat in the Teacher Leaders Network daily online discussion group, it became apparent that many established, expert teachers who once planned to teach well into their 60s are now rethinking that decision. While some of these frustrated teachers work in challenging urban environments, others teach in suburban and rural schools, in many subjects and grades.

As one teacher after another described working conditions they say are taking the joy out of a profession they care about deeply, a kind of virtual gloom descended on the conversation. “I can hardly stand to read this thread,” wrote one high school English teacher. “It sounds so familiar. And I am only 55. Wondering how much more I can take.” Other teachers noted that some younger colleagues are also expressing career doubts amid budget cuts, growing class sizes, and increasingly oppressive directives from above.

One theme that recurred again and again is expressed in this comment by an award-winning National Board certified teacher working in an urban middle school:

“I believe a lot of teachers have had enough and are ready to retire, and many will. There aren’t enough young people willing to come into teaching, and those who do are statistically unlikely to stay. I fear for the future of our profession and for our children for generations to come. Who will teach them?”

Here are some other brief excerpts from this lengthy, still-continuing dialogue.

Linda launched the discussion:

I came to teaching as a second profession when I was in my 30s. I knew right away it was where I was supposed to be, and I don’t regret it for a moment. Even last year, I said I would teach until I was 65 or until they had to remind me where my classroom was as I toddled along with my walker. Retirement was the furthest thing from my mind.

But around the end of last school year, things started to look different. I work in an urban school system in the Southeast. In nearly every district teacher gathering I’ve been part of this fall, I have heard many highly accomplished, experienced teachers saying the same thing: They were checking into the state retirement website to see if/when they are eligible to retire (in spite of their long-standing plan to work for years longer).

My district has had massive teacher layoffs the past two years, with resulting increased class sizes. Layoffs were not based on seniority, degrees or accomplishments, but solely on student test scores and teacher evaluations. Furthermore, the district is proceeding with a pay-for-performance plan, which will go into effect at the latest in 2014. It is not following any kind of best practices research in its structure. Pay would be dependent solely on teacher “effectiveness,” which every indication suggests will be based primarily on test scores.

I know that all of this is causing our most experienced, most accomplished, most prepared teachers to rethink their plans for work versus retirement. I also know that absenteeism among teachers is on the rise. At my high-needs schools, most of our teachers are very young, and I am the only nationally certified teacher. We have already had seven teachers resign since school started in August.

I’ve never before questioned my commitment to teaching the way I am now, and I have never felt so discouraged about the profession in general or the future of my school district or the welfare of and opportunities for our students. I’m not really ready to stop working, but I’m starting to think I’ve lost heart for teaching. I don’t know if I can get it back.

A teacher in California replied:

There are two issues this raises. One is very personal and has to do with your own life path. The other is bigger, which is about why it is that so many experienced teachers are getting ready to throw in the towel much earlier than planned. This will have a lot of repercussions down the line, and I think it could be generations before our schools recover what they are about to lose.

I am getting ready to “retire” from my school district as well, although I will only be 53 years old next June. I have had enough, and I am ready for a change. I am not really sure what will come. But I am ready for a new chapter in my life.

A Michigan teacher offered her bottom line:

I’ve never thought about retiring. It is so far off my radar, I have never even looked at how much money my plan will give me or the requirements to set the process in place. I’ve always said I would teach until it isn’t fun anymore. To me, that’s the bottom line. Each of us has to decide in our own heart whether we still love being there or not.

Linda replied:

That’s what I said, too. That I would teach until it was no longer fun. I think what I am feeling is somewhat beyond just being tired because it’s November (or name whatever month you’d like). This is a more serious discontent, exhaustion and frustration than I usually feel. And I’m just not alone in this feeling.

I am concerned about what comes after us, and I would like to help the next generation of teachers. I just don’t know who that generation will be if things continue as they are now.

A rural teacher in the Deep South wrote:

I am dismayed that so many great veteran teachers are feeling the need to either retire altogether or leave the classroom. I can’t remember when teacher morale has been as low as it is now around our state. Teachers are not just November-tired; they are tired of being harassed and unsupported. They are tired of watching their students suffer and having their hands tied when it comes to teaching ethically.

A teacher at a large suburban high school wrote:

Linda, I’m sad that teachers are being treated so poorly in your district. It’s probably not comforting to hear that what you’re experiencing is happening all over the country, but please know that you are not alone. Morale in my district is lower than a frog’s belly on mowing day, and I teach in what’s considered to be a really good system. Like you and others here, I do wonder what is going to happen to public education in this country. I feel that there is a storm building. I just hope that when it breaks, someone will FINALLY listen and “get it.”

A teacher in Los Angeles wrote:

Unfortunately, Linda, I think a lot of what has you discouraged to this point is happening all around the country. Today we got yet another letter from our union asking us to support our classified employees, as the district is apparently ready to cut even deeper. Our classrooms are filthy, and there’s been a huge upswing in fights on campus; I’m sure it’s because supervision is now almost non-existent. Education truly seems on the edge of disaster.

A 30-year veteran with Teacher of the Year honors wrote to Linda:

I’m feeling so very sad for you and for your school because it’s such a loss of energy and commitment when teachers such as yourself are worn down and boxed in until they lose their joy in their work.

Like you, I am beginning to wonder how long I will last. I’d planned on teaching at least until I was 65. Now I’m wondering if I’ll make it two more years. It’s not the kids. The demographics of our neighborhood have become more challenging, but that’s okay. Kids are kids; And these kids need someone to care about them, invest in them, and challenge them. But it’s the micromanagement, the factory-laborer mindset, the constant push to do one more duty, attend one more meeting, and follow one more prescriptive plan that is weighing me down and wearing me out.

And at the risk of sounding egotistical and maybe paranoid, I sense that rather than viewing my above-average amount of experience as a teacher leader as an asset to be utilized, my district level administrators seem to perceive it as a problem to be contained. As I watch gifted warhorse educators that I’ve worked with for over 20 years begin to buckle and the five-to ten-year teachers declare “Not for another 20 years, no way!” and walk out the door, I am deeply concerned about the fate of our profession, our kids, and therefore, the fate of our nation.

A high school science teacher, who retired reluctantly last year, wrote:

I’ve found a part-time teaching job at a small university that allows me to still work with students. As I talk with my friends working now in the public schools, they echo what many here are saying: new directives daily, the expectation that teachers will cover classes during their “planning periods,” more duties, larger classes, lack of respect and appreciation from administrators, and more. Realizing that they are coming to hate what they’re experiencing and seeing the stress on their faces makes me far more content with not being there.

Linda concluded:

I’m going back and forth between being relieved that I am not alone and being disheartened that so many other teacher leaders in my age range are experiencing the nearly identical feelings and questionings that I am.

I never wanted to leave this profession feeling so beat down and so concerned about the future of public schools. I believe we are facing a crisis in public education, but not the one the media or the national policymakers are claiming. In a short time, there will be very few experienced teachers, and new teachers will leave at an even higher rate than they currently are. Talk about low teacher effectiveness.

Isn’t it ironic and sad that the most effective teachers (and I am not talking test scores here, I am talking about teachers who foster a love of learning and a joy in discovery and being curious) are the ones being pushed out? I’m worn out, and that is the bottom line.

And while on the subject of teachers and teaching, here is a poignant post from a devoted teacher.

180 Days A Year

In a recent online discussion about the teaching profession, a blogger I respect made what I thought to be a snide comment about the easy life of teachers, and how “they only work 180 days a year, after all,” amidst concerns over teacher pay and standards.

Here’s what I spent most of a sunny fall Sunday doing:

  • Created a Powerpoint introducing the idea of the pastoral in literature, to begin my seniors’ unit on Turgenev’s Fathers and Sons, which involved fresh research on my part.
  • Created a Powerpoint on the eight techniques of characterization, for use in same unit.
  • Wrote up three documents describing the major assignments of the unit, which have percolated in my mind for a few weeks until I could shape them more carefully on paper, and uploading these documents to my website.
  • Mapped out my senior class until the beginning of December, including uploading information to my course website calendar.
  • Emailed with a colleague about best teaching practices for Beloved, which she is about to teach for the first time. I met this colleague during a workshop I attended last summer.
  • Emailed with ninth-grade students about homework, grades, and organization questions while I checked their online notebooks.
  • Graded fifteen creative pieces for my seniors.
  • Graded forty analytical paragraphs on themes of envy and revenge in the Bible for my ninth-graders.
  • Finished final drafts for three college recommendations, with three left to finish this week.

Do I spend every Sunday this way? No, but I have spent untold weekend days this way since I started this job, and untold evening hours doing similar work. My school days are chock full with parent conferences, teaching classes, faculty meetings, department meetings, student conferences, my club responsibilities, and other school obligations, so I often need to spend a full day or block of evening hours attending to important business I can’t get done during the day.

And I consider myself, in many ways, lucky to have done so. Lucky that I have a smaller teaching load and class sizes with more free periods than many of my peers, lucky that I don’t need to work a second job on the weekends, as many teachers do, lucky to have a supportive spouse who can take my kids to lunch and pick them up from a sleepover while I work. I’m lucky to have found my vocation, and lucky to be in a workplace that values me as a person and professional colleague and gives me safe working conditions, with dedicated students who have access to technology and other resources and privileges. Many of my colleagues in the teaching profession don’t have what I have, and are still doing fantastic jobs against high odds.

If we really wonder why the best and brightest don’t go into teaching, one of my many answers would have to be because most of the country doesn’t seem to understand or value what my colleagues and I do, or just how many hours and days a year we spend trying to do it better.

And one more from Gates. Videotaping teachers while they work. 1984 anyone?

From the New York Times



Teacher Ratings Get New Look, Pushed by a Rich Watcher

Update: December 7, 2010

From Schools Matter by Stephen Krashen

I Vote No on VOTE (Videotaped Observations for Teacher Evaluation)

The New York Times recently ran two articles on videotaped observations for
teacher evaluation. One of the articles reported that Bill Gates has invested
$335 million on research to evaluate this approach (“Teacher Ratings Get New
Look, Pushed by a Rich Watcher,” Dec. 3).

Research uses a bogus measure
The goal of the Gates-funded research is to find correlations between teaching
practices observed on the videotapes and achievement. Achievement will be
measured by the use of value-added scores, gains on standardized tests. The use
of value-added scores has already been thoroughly criticized as being unstable
and invalid as a measure of teaching effectiveness. The Times did not mention
the controversy surrounding the use of value-added ratings, sending the
incorrect message that the use of this method is perfectly fine.

The expense: If they are “validated,” the use of videotaped observations by
school districts promises to be extremely expensive. The estimated cost,
according to a private company quoted in the Times, is about one million dollars
per year ($1.5 million start-up, $800,000 per year) for a district with 140
schools and 7000 teachers.  Extrapolated to the entire country, using a
conservative estimate of 10,000 districts in the US, this amounts to about ten
billion dollars. (Assuming $150 per teacher, and about 40 million teachers in
the US, the estimate is six billion dollars per year.)  Paying this much money
to private companies for cameras, software, etc, makes no sense at a time when
school districts are suffering huge financial problems.

Unnecessary: Despite constant claims in the media, there is no evidence that
there is a serious crisis in teacher quality in the United States. When we
control for poverty, American students score at the top of the world on
international tests. This means there is no serious problem in teacher quality,
teacher education or teacher evaluation.

Conclusion: Videotaped observations for teacher evaluation (VOTE?) is another red herring, a distraction from the real problem. The real problem is poverty, and the real solution is protecting children from the effects of poverty.
Spending an extra six to ten billion per year on nutrition, health care, and
school libraries makes more sense than spending it on video-taping teachers.

I vote no on VOTE.

Value-added measures: Sass, T. 2008. The stability of value-added measures of
teacher quality and implications for teacher compensation policy.  Washington
DC: CALDER. (National Center for Analysis of Longitudinal Data in Educational
Research.); Kane, T. and Staiger, D. 2009. Estimating Teacher Impacts on Student
Achievement: An Experimental Evaluation. NBER Working Paper No. 14607;Papay, J. 2010. Different tests, different
answers: The stability of teacher value-added estimates across outcome measures.
American Educational Research Journal 47,2.
When we control for poverty:Bracey, G. (2009). Education Hell: Rhetoric versus
reality. Alexandria, VA: Educational Research Service; Payne, K. and Biddle, B.
1999. Poor school funding, child poverty, and mathematics achievement.
Educational Researcher 28 (6): 4-13.

Nutrition, health care:Berliner, D. 2006. Our impoverished view of research.
Teachers College Review 108 (6): 949-995; Coles, G.  2008/2009. Hunger, academic
success, and the hard bigotry of indifference. Rethinking Schools 23, 2.
School libraries: Krashen, S. 2004. The Power of Reading. Heinemann Publishers
and Libraries Unlimited.