NPR’s Story on Teacher Attrition Underscores REAL Problem With Schools— And it ISN’T Teachers!
NPR reporter Eric Westervelt’s recent report on four teachers who gave up their jobs after attaining a continuing contract illustrates everything that’s wrong with the way public schools are operating today and underscores the fact that the teachers who leave the profession are not those who struggle. On the contrary, Westervelt’s sampling indicates that teachers leave out of frustration about the lack of resources, the emphasis on testing, the toxic environment resulting from the anti-union legislation in many states, and– most sadly, because there is an emphasis on promoting students to the next “grade level” even if they aren’t actually learning the material presented in the classroom.
In each of these cases, the desire to run schools-like-a-business is driving teachers out of the profession. Schools emphasize testing and promotion because the metrics used to determine success are simple and cheap. Promotion rates and test scores, neither of which require mastery of the material by the students, are easy for the public to understand, inexpensive to calculate, and lend themselves to ranking and rating schools and— when invalid algorithms are used— teachers. Schools batch students in “grade levels” based on age and expect them to advance in lockstep through those “grade levels” because that’s the way a product that is manufactured progresses through a manufacturing process. Teachers are discouraged from being in unions and schools are starved of resources because government officials want to limit the costs to taxpayers in the same way that Walmart, for example, strives to limit overhead. The “overpaid teacher” meme is so ingrained today that asking teachers to pay for resources does not seem unfair to “cash-strapped-and-overburdened” taxpayers. The result, as Linda Darling Hammond states in Westervelt’s article, is “Teachers who are well prepared leave at more than two times lower rates than teachers who are not fully prepared”. A vicious circle is in place, especially in those districts with the tightest budgets— the districts serving the children with the greatest needs. Changing this vicious circle will be difficult. It will require the public to see the flaws in the “business model” and the merits of a developmental approach toward teaching and learning. It will require the public to have faith in “secular government schools” instead of schools operated by the “efficient” business sector or religiously affiliated schools. It will require a realization that a quality education, like any quality product, costs more than a shabby product. And it will require a willingness for affluent parents who understand all of this to be willing to pay higher taxes to help their less advantaged counterparts. Those who can afford high priced homes in districts that operate schools with robust programs and who pay teachers well will need to help out those children who had the bad luck to be born into families that struggle economically. When the minds and hearts of the public change, public schools can change for the better as well…. but it will require time, energy, and resources to effect that change.