The “X”odus Files: Richard.
Frustration. Irritation. Anger. Despondency. This is the range of emotions I go through every time I read about some new “study” or “task force” purporting to take on the “teacher shortage.”
Study: Study what? Isn’t the data conclusive? New teachers are leaving classrooms within the first 3 years. More veteran teachers are leaving pre-retirement. And enrollment in teacher education programs is down 30%. Study done!
Task Force: Who makes up the “Task force?” Teachers? No. Parents? No. Then who? Academics, administrators, business people and politicians? Bingo! Why this composition? So the “panel” can travel around and “listen.” I’m sure we have all been “invited” to give testimony at some listening session or even better—asked to submit our thoughts. Do the organizers and people sitting on these panels know the disdain that teachers feel when a “task force” excludes the experts—teachers?
Or maybe the reality of the “study” and “task force” approach is just another slap in the face to the teachers leaving our classrooms. Think about it. Neither one of these approaches will actually do anything to dismantle the structure of imposed accountability. The real purpose of the “study” and task force” approach is a simple public relations gimmick that is directed at the general public to give the appearance that something is being done. That’s it. They make headlines as press release journalism. And these simple headlines lull the public back into a state of satisfactory disinterestedness.
Why not include teachers like Richard who went into teaching because…
After talking to an education professor about my desire to do more than write lesson plans, CONTINUE READING: The "X"odus Files: Richard. | BustED Pencils
