As we were packing up our stuff after class Thursday night, a classmate looked around to all of us and said, "These don't look like faces of people who are about to go on spring break." We all chuckled and almost simultaneously stated, "I have so much crap to do."
A professor earlier in the month was reviewing our calendar of assignment due dates and said, "Oh, that will be good to have it due after spring break. It will give you time to work on it." She laughs, "If you are a doc student and you have plans for spring break, this will probably be the last year you take that break."
The constant self-induced pressure that I always need to be working on school stuff is getting to me. I went away this weekend, but couldn't truly enjoy myself because I had the looming list of sh*t I have to get done. Even though I told myself that I was going to commit to spending time with friends, I woke up this morning with the sinking feeling in my stomach. I find myself overwhelmed with just the thought of trying to get started.
I am going to Iowa on Wednesday to meet my twin nephews born at the end of January and to spend time with family. But again, my to-do list overwhelms the excitement and joy that I should be feeling about getting to spend time with those I love most. I am pissed that, "I am going to lose two days of work just getting there and back," is taking the place of, "I can't wait to love on the babies and their big brother."
I was told once that you should make a list of things you consider most important to you, the top of the list being the most important. To capture what your true priorities are, you identify how much time you spend on each of those things. I am frustrated that mine are not matching up. VERY frustrated. Sure, you can tell me this is temporary, that this is what being a doctoral student is about, I should be thankful I don't have a family of my own right now, blah, blah, blah.
There is more to life than this program. I struggle with how to make that my reality.
Better get this posted so I can check it off the to-do list.
Sunday, March 14, 2010
Sunday, March 7, 2010
Tenure for New Teachers
The financial issues of our state (and country) are hitting our schools hard this year. School districts are being told they need to cut a significant portion of their budget. Since 70-80% of a school’s budget is personnel, tough decisions are going to be made. Teaching positions are going to be eliminated. How does a school decide who should stay and who should go? The short answer is those that have tenure stay; those on probation, because they are in their first three years of teaching, go. Last hired, first fired. But is this formula what’s best for our students? School administrators will openly admit that they are going to lose some great teachers because they need to keep those that are tenured.
The idea of tenure is a hot topic in education, both in K-12 education and higher education. Those in favor of tenure say it protects teachers as they demonstrate “innovation” in their teaching and classrooms. Those opposed, myself included, just think it protects bad teachers and promotes a sense of entitlement and laziness. Here’s my idea: tenure needs to be inverted, or switched. New teachers should be guaranteed tenure for the first three years of their teaching. After three years, everyone is on his own, proving his worth and value to a school and education system every single year.
The first three years of a teaching career (or any career) are absolutely critical. It is during this time that new teachers have the highest learning curve and truly decide if being a teacher is right for them. Schools put in an incredible amount of time, resources, and money training and supporting these teachers. First year teachers are coachable, highly motivated, and still have the unwavering passion and excitement for working with children. They join committees, redesign curriculum, take on the challenging students and tough situations, all in an attempt to stand above the rest, to “prove” themselves as dedicated teachers. With the pressure to perform so high in the first year, there is added pressure, especially today, that one’s hard work will not lead to a job the following year. Even more disheartening is when the first year teachers observe other “tenured” teachers not putting in the effort, time, or perceived commitment. Yet their jobs are safe? It would make anyone question whether schools are about the students or the teachers.
People often discuss different models in teacher preparation programs, some think it should be more like the medical school model where teachers go through a residency. If first year teachers were guaranteed a teaching position for three years (unless of course they are physically harming students, etc.), it would allow them to grasp a clear understanding and application of effective teaching methods, curriculum design, classroom management, and interpersonal skills. I’ve always told my teachers that if they are able to stay in the same school and same grade level for the first two years, they can be successful in any grade or school thereafter. They just need the time to experience the ins and outs of the profession. They will make the most of this time because they know once the three years is up, it is every man for himself. If they didn’t take advantage of every learning experience along the way, they will be replaced with someone who did.
For this to work, however, support must be in place in the forms of strong administration, coaching, and mentoring. Schools are going to have to create higher quality teacher evaluations.
What a strong message being sent to the first year teachers in models such as these. The schools are willing to invest the time and energy in helping the first year teachers be successful in the classroom, because it really is all about the students. There is plenty of research to support that the teacher plays a critical role in student learning. Schools need highly motivated, coachable, passionate teachers in their classrooms all the time. This does not change once a teacher has received tenure.
The idea of tenure is a hot topic in education, both in K-12 education and higher education. Those in favor of tenure say it protects teachers as they demonstrate “innovation” in their teaching and classrooms. Those opposed, myself included, just think it protects bad teachers and promotes a sense of entitlement and laziness. Here’s my idea: tenure needs to be inverted, or switched. New teachers should be guaranteed tenure for the first three years of their teaching. After three years, everyone is on his own, proving his worth and value to a school and education system every single year.
The first three years of a teaching career (or any career) are absolutely critical. It is during this time that new teachers have the highest learning curve and truly decide if being a teacher is right for them. Schools put in an incredible amount of time, resources, and money training and supporting these teachers. First year teachers are coachable, highly motivated, and still have the unwavering passion and excitement for working with children. They join committees, redesign curriculum, take on the challenging students and tough situations, all in an attempt to stand above the rest, to “prove” themselves as dedicated teachers. With the pressure to perform so high in the first year, there is added pressure, especially today, that one’s hard work will not lead to a job the following year. Even more disheartening is when the first year teachers observe other “tenured” teachers not putting in the effort, time, or perceived commitment. Yet their jobs are safe? It would make anyone question whether schools are about the students or the teachers.
People often discuss different models in teacher preparation programs, some think it should be more like the medical school model where teachers go through a residency. If first year teachers were guaranteed a teaching position for three years (unless of course they are physically harming students, etc.), it would allow them to grasp a clear understanding and application of effective teaching methods, curriculum design, classroom management, and interpersonal skills. I’ve always told my teachers that if they are able to stay in the same school and same grade level for the first two years, they can be successful in any grade or school thereafter. They just need the time to experience the ins and outs of the profession. They will make the most of this time because they know once the three years is up, it is every man for himself. If they didn’t take advantage of every learning experience along the way, they will be replaced with someone who did.
For this to work, however, support must be in place in the forms of strong administration, coaching, and mentoring. Schools are going to have to create higher quality teacher evaluations.
What a strong message being sent to the first year teachers in models such as these. The schools are willing to invest the time and energy in helping the first year teachers be successful in the classroom, because it really is all about the students. There is plenty of research to support that the teacher plays a critical role in student learning. Schools need highly motivated, coachable, passionate teachers in their classrooms all the time. This does not change once a teacher has received tenure.
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