Saturday, April 15, 2017

Why Teachers Quit, Teacher Evaluations, Teacher Pay, Experience Matters – Live Long and Prosper

2017 Medley #12: Teachers – Live Long and Prosper:

Why Teachers Quit, Teacher Evaluations, Teacher Pay, Experience Matters 



WHY TEACHERS QUIT
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Previous posts about why teachers quit (more).
Many legislators, privatizers, and “reformers” continue to blame teachers for low achievement. Unionism is anathema to some because teachers unions, in many places, are the only thing preventing the compete corporate takeover of public education. The right wing in America continues to push myths about failing public schools and the dual “solution” of charters and vouchers.
The teacher shortage currently afflicting public education in the U.S. is not surprising. Fewer college students are choosing education as a career due to declining wages, fewer benefits, lower social status, and the constant drumbeat of failure (see herehere, and here).
Public schools are not failing. Public schools reflect the failure of the nation to build an equitable society.
Studies are showing what public educators already know…that “reform” is driving teachers from the classroom.
In a trio of studies, Michigan State University education expert Alyssa Hadley Dunn and colleagues examined the relatively new phenomenon of teachers posting their resignation letters online. Their findings, which come as many teachers are signing next year’s contracts, suggest educators at all grade and experience levels are frustrated and disheartened by a nationwide focus on standardized tests, scripted curriculum and punitive teacher-evaluation systems.
Teacher turnover costs more than $2.2 billion in the U.S. each year and has been shown to decrease student achievement in the form of reading and math test scores.
“The reasons teachers are leaving the profession has little to do with the reasons most frequently touted by education reformers, such as pay or student behavior,” said Dunn, assistant professor of teacher education. “Rather, teachers are leaving largely because oppressive policies and practices are affecting their working conditions and beliefs about themselves and education.”

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