Recently I have heard this question everywhere from social gatherings to school board training sessions: "How do we prepare students for the future when we don't know what the future holds?" No doubt it is a valid question, one that has been pondered by every generation since the onset of modern education.
Some believe that everyone should go to college, that this somehow will solve the problems of the future. Well, at least it will help the future of colleges! Let's face it. The folks really pushing for everyone to have a college education are the ones whose lifestyles are dependent upon the masses paying tuition. Others believe it is in technology. SmartBoards are cool, no doubt, but they are simply glorified chalkboards that often don't work. Then, there is no place to write anything! Over the years, I have come to understand precisely what kids need to survive and thrive in the future. If we hire and retain great teachers, they will give our kids all they need to solve the problems of the future on their own. We provide the tools; they build the future. (This is my own attempt at a true vision statement that sums up what teachers do.)
So, how do we go about getting and keeping these "keys to the future"? First, districts must establish competitive salaries with decent benefits. Great teachers, though truly dedicated, kind, and long-suffering, still have bills to pay, mouths to feed, and classroom supplies to buy. Second, districts must give these professionals as much authority as possible over their classrooms. Never should a new program, curriculum, or technological device be purchased without first asking the teachers if they need it or want it. Countless dollars are spent every year by school districts on the latest and greatest "gadgets". Furthermore, often expensive training sessions are added to the cost to attempt to gain some support for these new-fangled tools sold by snake oil salesmen as a panacea for all the ills of education without asking the people who will be using them. Gee, would anyone ever consider calling in a plumber to fix a leak and then hand him the tools we think he should use to do the job? Those who are in the classrooms are the only ones who really know what tools they need to do the job right.
Finally, teachers must have a very strong hand in choosing their colleagues. The hard-working, devoted teachers know when a "bad apple" has been placed in their basket, but they do not have the authority to toss it out and replace it with a good one. They, more than anyone, know what this can do to unsuspecting students and ultimately to society. The bottom line is that districts must treat their teachers as the professionals they are by trusting them to do their jobs in a way that best suits their students, giving them the freedom to problem-solve, and supporting them in their decisions on how to meet the needs of their students while conquering the state and federal mandates.
There you have it. The solution is simple. The problem lies in getting the governing bodies to believe it. I don't know why it is so difficult to understand. Maybe many people think that "simple" somehow means "inadequate." For nearly 30 years I taught writing with simple paper and pencils, and my kids were getting the highest marks on standardized tests, but more importantly, they were getting an education, not just a good test score. If we invest in great teachers, they will take care of our students.
So, how do we go about getting and keeping these "keys to the future"? First, districts must establish competitive salaries with decent benefits. Great teachers, though truly dedicated, kind, and long-suffering, still have bills to pay, mouths to feed, and classroom supplies to buy. Second, districts must give these professionals as much authority as possible over their classrooms. Never should a new program, curriculum, or technological device be purchased without first asking the teachers if they need it or want it. Countless dollars are spent every year by school districts on the latest and greatest "gadgets". Furthermore, often expensive training sessions are added to the cost to attempt to gain some support for these new-fangled tools sold by snake oil salesmen as a panacea for all the ills of education without asking the people who will be using them. Gee, would anyone ever consider calling in a plumber to fix a leak and then hand him the tools we think he should use to do the job? Those who are in the classrooms are the only ones who really know what tools they need to do the job right.
Finally, teachers must have a very strong hand in choosing their colleagues. The hard-working, devoted teachers know when a "bad apple" has been placed in their basket, but they do not have the authority to toss it out and replace it with a good one. They, more than anyone, know what this can do to unsuspecting students and ultimately to society. The bottom line is that districts must treat their teachers as the professionals they are by trusting them to do their jobs in a way that best suits their students, giving them the freedom to problem-solve, and supporting them in their decisions on how to meet the needs of their students while conquering the state and federal mandates.
There you have it. The solution is simple. The problem lies in getting the governing bodies to believe it. I don't know why it is so difficult to understand. Maybe many people think that "simple" somehow means "inadequate." For nearly 30 years I taught writing with simple paper and pencils, and my kids were getting the highest marks on standardized tests, but more importantly, they were getting an education, not just a good test score. If we invest in great teachers, they will take care of our students.
Thanks Shirley for this article. I LOVE your statement "If we invest in great teachers, they will take care of our students." It is very simple but yet so profound. I am concerned that our teachers are not getting the training to really "teach" the students what they need to know. They are getting the training to follow a scripted plan laid out by someone who doesn't know the specific student or their specific needs. Teachers are being forced to follow a "canned" program. Those of us who have taught for many years know that this method has been tried several times in the past and the process has been pitched because it is not effective.
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