| I appreciate that you understand that public schools cannot be run like a corporate kind of business. I’ll try to address some of your questions by describing what I do (along with the other teachers in my district). At the school that I teach at, I am evaluated formally and informally on a yearly basis by my principal or assistant-principal (however, the position of assistant has been cut, so now there is just one). The evaluation system has many factors that are taken into account as far as teaching the lesson at hand and managing the classroom. My principals also pop unannounced anytime they want to check on me or my classes. (I will say that evaluations may be more or less depending on how many years a teacher has taught. Beginning teachers are evaluated more at my district, and I would not have a problem if reforming education included experienced teachers being evaluated more often.) I use formative assessments and summative assessments to evaluate my students progress, not to mention day to day informal assessments such as observations, questioning, and student feedback. I teach one block of reading. Students take a benchmark test at the end of each quarter to monitor progress and to use for placement. I get data on all the concepts tested, such as comprehension of fiction/non fiction; clarifying, questioning, compare/contrast, figurative language, elements of fiction, etc. I use that data to drive my reading instruction. Where students are low, that’s what we work on and focus on to bring up, in addition to following the given curriculum. I teach 4 blocks of communication arts, which encompasses writing, grammar, spelling, vocabulary, literature, reading for information. I start out the year by assessing how students did on the state test, the MAP. I also give 3 benchmark tests during the year. As with the reading benchmark, the CA benchmark gives me data on all areas that students were tested on (sentence structure, grammar concepts, reading for information, drawing conclusions, inferring, compare/contrast, fact/opinion, etc.- there’s overlap in the reading instruction and the comm. arts instruction). I analyze that data to drive my instruction in the classroom. If the students, as a whole, are mastering a particular concept (80% and above) I may just review it instead of going into it more deeply. In areas the students were low in or progressing in (70% and lower), the focus and instruction are more intensive. I also teach a block of CA intervention. Using the RtI (Response to Intervention) model, I use my student data to regularly reteach, or clear up misunderstandings to students who for whatever reason are not mastering a particular concept. They are reassessed in those areas, and if they master, they don’t stay any longer than necessary. I carefully follow their progress through the year to see if they are improving in the areas they are lacking. For some, this makes a huge difference, and they will make gains to bring them up to grade level. For others, gains may not be made, but they haven’t fallen through the cracks either. The extra small group instruction goes a long way to helping them in other ways, like building a stronger relationship with their teacher, and learning to cope with and handle frustrations. Along with all of this, I still try to make my lessons and teaching engaging and interesting, plus I try to add in things that would be fun like my Back to the Future media lesson, where students end up creating a movie storyboard from a selection in a book. I’m not sure how more accountable I can be. I know where and when I’ve succeeded because I have the data to back it up. I know when and where I’ve failed because I have the data to back it up. I know which direction I need to go in when I fail because I have data to help me focus on what I need to do. I believe that my administrators have ample evidence to know whether I am an effective and successful teacher, and I trust that they will fulfill their duties and responsibilities IF I or another teacher were not “making the grade,” so to speak, and take the measures they need to ensure that either I improved in areas that I was lacking or that I was let go. This will be my 7th year teaching. I make less than $35,000 a year, and have been frozen for 3 years. I still have over $15,000 in student loans I’m paying off. During the school year, I get to school by 7:50 a.m. most days, am lucky if I leave by 5 or 6 p.m., and usually spend at least 5-6 hours on Saturday or Sunday to keep up with what I have to do. I don’t tell you this to complain; it’s my reality (as well as many other teachers). I CHOSE to teach, I love to teach, and I am proud to be a teacher. |
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Diane Ravitch's blog 
Well clearly, this teacher isn’t working hard enough.
In my state, the teachers union has begun a program called “Teacher for a Day” designed to bring awareness to what goes on in the schools from the first person point-of-view. Members of the community are invited to take the place of teachers for one day.
From the state association website:
“By bringing public figures and members of the community into the schools, and having them witness the real-life, everyday educational environment, we can expect to achieve two major public relations goals: to raise public awareness of what we do, and to develop broad-based support for teachers and students alike while dispelling the myth that teaching is a ‘cushy job.’ ”
I think our critic with disdain for teachers and public schools should try the program.
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My students were always incredibly well behaved when guests were present. Subs were fair game.
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Even with well-behaved kids, managing a classroom, teaching a lesson and monitoring the learning would be enough to convince anyone with that attitude that the job is mentally and physically draining. You obviously want to make a good impression and the kids will work harder to do that, but bringing in outside people isn’t about showing them how unpleasant it is–it’s about showing them what we’re doing. The added benefit is showing these people how hard we work.
I’ve been thinking about inviting Chris Christie to come in and do my job for a day–should I give him Kindergarten, Special Needs Kindergarten or 2nd grade? 🙂
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Damn! You make us proud – both for what you do and how you articulated it!
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This is typical of a teacher’s life today.
I didn’t know I was suppose to end poverty. My bat.
I’m already overwhelmed here in DC. Sorry. I ‘ll add poverty abatement to the list. Thanks for reminding me. In addition, I ‘ll also be mentoring, counseling, teaching, motivating, tutoring, breaking up fights, cheering on and at times being a surrogate father to three-quarters of my students. I do a few other things at school. I also have a life and a wife. I also need to eat and sleep. Plan and grade. Take a college class. Update my website. Make a few phone calls, attend a few meetings, send out and respond to a few emails.
So before I forget. When will you join me in this care-free and under-worked profession? My door is always open. By the way, DC Public Schools is always in need of subs. Come on. You can apply online. I’m waiting.
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Nicely done! My life in a parallel universe is very similar – same circus, different tent. I would also add that even when I’m not teaching my kids, I’m still thinking about them. That part of it never really ends, and I’m sure that’s true for most of us.
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I used to stay until 6, 7, and even 9 or 10, but I simply refuse to jeopardize my health and my life for the knuckleheads running this field. I may stay late ONE day, and I may stay until 9 or 10 once semester, but that is IT. The disrespect within and outside the field has made it very easy to pack my bag as my last class is heading out.
I am just NOT going to do it. Oh, and let them ask me to tutor on Saturdays. I simply say, “No.”
Here in Texas, you should see the school parking lots on Saturdays. Overflowing. Ridiculous. Teachers are so burnt out. Some are doing it for the money. Goodness knows that in Texas, they throw money at us like we are strippers. Money to do the same ol’ same ol’… teach out of packets and drill and kill and more multiple choice bubbles….
Disgusting.
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Such a part-time job. (SARCASM ALERT!)
People truly do not understand the work that goes into putting on that 50 minute lesson. Thank you for sharing what many of us have to do on a daily basis.
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How about a 90 minute lesson if you are on the block system. The block is when you see a class either 2 or three times alternate weeks.
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As a teacher in a low-income school in Pennsylvania, I found the posts regarding “What Do Teachers Do?” interesting. I would like to share something I wrote one Friday after school. Portions of it were recently published in our PSEA (Pennsylvania State Education Association) magazine and apparently struck cords with many PA teachers. I think it clearly answers the question: what do teachers do?
“Diary of a Pariah
I sit here on a Friday weary, discouraged, uncertain, disheartened, hopeful, proud, overwhelmed. I am a teacher.
I am saddened and angry to feel persecuted in such a noble profession. Being a teacher has become a bad word of late, and I really don’t know why. My father was a teacher and many of my family are teachers. I see how hard they work and how much they care. How could it all have gone so wrong?
I think a big factor is the “blame game”. There are too many politicians and parents looking to place blame for our failing schools. When you think about it, blaming the teachers makes perfect sense. Teachers are public employees, bought and paid for by tax dollars. It’s possible to assess whether kids are learning, right?. So, if they are not learning who could be to blame? Who is the only controllable factor in this scenario? Teachers.
I voted for Governor Corbett. I wish I had had some inkling of his tendency to not see the forest for the trees, so that I could vote more informed. To say that my salary, my livelihood, and my job security could be based on one 10-hour snapshot of any given student shows only our state government’s ignorance and lack of vision. I have little to say about the political arena for education and Corbett’s vigor to minimize the factors that contribute to the success of a child. Spend one day in my classroom and tell me I don’t deserve what I am paid.
I do not place blame. I share responsibility. When a child walks into my room in September, I see the tip of the iceberg. For the first two months each child in my classroom works with me in developing a relationship of respect and trust. Through this process of learning, it becomes apparent that there is much that contributes to the development of a child: emotionally, physically and spiritually. And most of it happens when the child is not with me.
I try to bring all of a child’s strengths to the surface. I shine light on their weaknesses, but not to humiliate—to illuminate. We can never be truly strong without an awareness of what makes us weak. Areas of weakness, once identified can be practiced and improved upon. I consider any given child’s academic abilities along with the many factors that make that child unique. I help them find a purpose in learning, to set boundaries of behavior, to strive for excellence, to accept failure as the first step toward improvement. I dry their tears, I hug them when they’re heartbroken, I listen when they are confused and I protect them when they’re scared. I notice the little things: the quiet morning, the slightest limp, downcast eyes. I know when they lie and believe them when they tell the truth. And through all of this, I teach them math, social studies, science, reading, writing, spelling, grammar. When I have time, I teach them about good touch/bad touch, stranger danger, what to do if the building goes into lock down, how to talk to a classmate whose sister died of cancer. At the end of every day, I look back on the 6 hours I have spent with my kids and know that I have done a good job, but the hardest job in the world starts when they leave our halls at the end of the day.
A child’s primary way of learning right from wrong, what is to be valued, the treatment of others, and a myriad of other life skills, is from the parents. It is they who live their lives under the scrutiny of their child. Every child looks to their parents for how to act. All of us have come out of the spotlight of our children’s view and shown to be flawed. Parents are not perfect. Just ask my kids. However, a parent must accept the primary responsibility for raising a child to be a functioning member of society. And that takes work.
I am the kind of person who hunkers down for the long haul. The kind of person who sees the value in having high expectations, but accepting limitations; of gently pushing, seeking, encouraging while fostering independence. I am a counselor, parent, confidant, and peace-keeper. I am honored to be in the company of so many incredible children. They bless me. I can only hope that I am a blessing to them.
I reflect often on my day. I look back at what I said and what I didn’t say. I long for the magic formula that will help a chronically absent boy be excited to be there; the discouraged child to try again; the abused child to trust just one more time. I find that in any one of my days I can bring laughter to a heartbroken child, facilitate success where there was no hope, encourage a child to tell the truth even though no one saw. What have I gotten myself into?
When I get home each day, my own children turn to me. Their gaze settles on my tired face and school bag full of work and they hesitantly ask me to help them study or buy them poster board or read with them. Again, I look back and remember the kids in my classroom who have parents too busy to stop and care. I know how hard it is to conjure up a little more energy to show my kids that their education is a top priority to me. I also know that what my husband and I contribute to our children far outweighs the impact of any one teacher. They are our children, and their successes and failures are ours to share.
I wrote this at the end of a long day, which was at the end of a long week. I came home angry and disgruntled, because a colleague forwarded Corbett’s latest efforts to tie my livelihood to the backs of children. As a drove through rush-hour traffic after a couple of hours at school to plan for next week, I had time to reflect on why I should continue in a career that is both rewarding and discouraging. I work a 50-60 hour week because I can’t get the work done in a 6-hour day with a class full of 8-year-olds. All my efforts are minimized by the popular stance that I “have the summers off”.
Ever since I was about 15 years old, I knew I wanted to help kids. I wanted to be like the teachers who had eased my anxiety just a bit or found something behind the fearful, lonely child. I was a struggling student who tried so hard to do what was right, but not be noticed doing it. Anxiety knotted my stomach every day of school from 3rd grade until 10th grade when a special teacher taught me that I was remarkable. It was important to make that worth something. I lift my students and look beyond the obvious. I try to give my students all that I am, so they give me all that they are. I never give up on a child and I am forever looking forward to how I can be better for them.
I am a teacher. I’m just not sure that means much anymore.”
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Cindy, that was incredible. You truly paint the picture of so many hard-working, caring and dedicated teachers very much like yourself.
The work is mentally, physically, and emotionally exhausting, and anyone who says it is not has never experienced what it means to be a teacher. Sometimes it’s difficult to notice, but you clearly make a difference to those kids, and that is something good to focus on. That should be your driving force to get through all the rhetoric.
The children save us because they “keep it real.” They don’t know any other way to “keep it.”
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Thank you for sharing this. This is how I feel so often. Your students are so very lucky to have you!
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