WANTED: Teachers — Education’s revolutionary uprising
by Ryan B. Jackson, Ed.D
If April showers bring May flowers then what, in turn, do these undeniable symbols of spring really bring? For the answer, look no further than your community school, job fair or university graduation ceremony: New Teachers.
Spring sets the stage or plants the seeds (to keep the analogy going) for fall’s new teaching recruits to embark on an age-old journey, where self-interest and financial fortune are abandoned and replaced with a commitment to one of the most noble yet unsung professions the world has ever known. Understandably, after reading that last line, skeptics just rolled their eyes and scoffed at the word “noble” and I cannot blame them. In fact, as an educator in-love with the profession and passionate about its indelible impact on society, I, too, often wonder why anyone in their right mind would willingly dive into a hurricane-infested profession that supplies no life preserver, vague swimming lessons, and reluctant lifeguards. Yet as a second-year administrator, I am astonished and admittedly proud to report that there are still those courageous enough to try their hand at teaching, all the while our nation’s educational landscape seems inevitably destined for civil war.
The question still remains, however: Why would any sane, self-respecting adult commit to a profession that has systematically been underpaid, devalued, even outright ostracized by society at large?
To even begin to answer this head-scratching riddle, I had to reflect on my own pursuits of the profession. In 2007 I simply wanted to teach kids how to write better. Working as a copywriter in the marketing department of a local business, I began tutoring a pair of brothers whose mother had sincere concerns about their ability to articulate thoughts into compelling sentences and paragraphs. And, like most teachers can attest, it only took one tutoring session before I was hooked. The mental connections, the synapse firings, the rush of reading a well-written essay — I knew instantly teaching was for me.
Unfortunately, teaching in the heart of the No Child Left Behind (NCLB) era slapped a rude awakening on my dreams of Socratic seminars centered around the art and science of great writing. Immediately, I was inundated with an accountability-based standardized testing doctrine that was undeniably pressuring teachers to trim the proverbial creative fat from teaching and learning for a leaner, test-prep cut of education. Undaunted, I searched for meaningful, impactful approaches to a test-centered education paradigm. My teaching mentor Ryan Murphey (@ryanomurphey) became Butch Cassidy to my Sundance Kid, as we fashioned ourselves as teaching outlaws committed to thought-provoking teaching styles with universal themes as our ammunition. In those days, I primarily taught junior-level English, and our big focus was the Tennessee Comprehensive Assessment Program (TCAP) writing assessment, as well as the ACT (although the ACT had yet to really solidify itself as the go-to measure for college readiness — at least in the urban school I served). Laughingly, we thought the stakes were high then! In WANTED: Teachers — Education’s revolutionary uprising | The Underdog's Advocate:
