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Another teacher–this time a National Board Certified Teacher with 13 years of experience–resigns because she can’t pay her bills on the low salary she was earning in North Carolina. She is tired of trying to make ends meet, and she is really tired of the disrespect being offered to teachers in NC, not to mention the fact that teaching is no longer fun, given the over-emphasis on testing and reliance on data. See the interview and read her letter of resignation which she addressed to the Governor of North Carolina along with others here.
On March 23, Valerie Strauss of the Washington Post offered another article that caught my attention and then ignited my interest and finally touched my heart on a deep level. She offered the perspective of a Massachusetts kindergarten teacher who is, in my opinion, both a “teacher in distress” and a “teacher in transition.” After 25 years of teaching kindergarten, Susan Sluyter has decided she has had enough. She knows in her heart and soul that the obsession with data that is driving our school systems of today, thanks to wrong headed initiatives and generally bad education policy, is not serving children, and she just can’t participate in the farce any longer. Below you can see her letter of resignation. We have clearly lost another dedicated teacher because of these poorly thought through initiatives. When will the administrators and policy makers hear us? When more teachers like Suzi Sluyter make their voices heard. At least, that is what I believe. I don’t want to believe that it is too late…but I do fear that time is running out. More teachers need to find their voices and speak up…not just for themselves and the damage that has been done to our profession but for the children who are not being served by this current data obsessed system.
My favorite line from Ms. Sluyter’s letter is here:
“The overall effect of these federal and state sponsored programs is the corrosion of teacher moral, the demeaning of teacher authority, a move away from collaborating with teachers, and the creation of an overwhelming and developmentally inappropriate burden imposed on our children.”
The entire letter is worth reading, however as is the entire article.
Please feel free to share widely. I know that this letter will resonate with every teacher (especially the ones who remember what it was like to teach before No Child Left Behind).
Here is Ms. Sluyter’s letter in its entirety.
February 12, 2014
I am writing today to let you know that I am resigning my position as PreK and Kindergarten teacher in the Cambridge Public Schools. It is with deep sadness that I have reached this decision, as I have loved my job, my school community, and the families and amazing and dedicated faculty I have been connected with throughout the district for the past eighteen years. I have always seen myself as a public school teacher, and fully intended to work until retirement in the public school system. Further, I am the product of public schools, and my son attended Cambridge Public Schools from PreK through Grade 12. I am and always have been a firm believer in quality public education.
In this disturbing era of testing and data collection in the public schools, I have seen my career transformed into a job that no longer fits my understanding of how children learn and what a teacher ought to do in the classroom to build a healthy, safe, developmentally appropriate environment for learning for each of our children. I have experienced, over the past few years, the same mandates that all teachers in the district have experienced. I have watched as my job requirements swung away from a focus on the children, their individual learning styles, emotional needs, and their individual families, interests and strengths to a focus on testing, assessing, and scoring young children, thereby ramping up the academic demands and pressures on them. Each year, I have been required to spend more time attending classes and workshops to learn about new academic demands that smack of 1st and 2nd grade, instead of Kindergarten and PreK. I have needed to schedule and attend more and more meetings about increasingly extreme behaviors and emotional needs of children in my classroom; I recognize many of these behaviors as children shouting out to the adults in their world, “I can’t do this! Look at me! Know me! Help me! See me!” I have changed my practice over the years to allow the necessary time and focus for all the demands coming down from above. Each year there are more. Each year I have had less and less time to teach the children I love in the way I know best—and in the way child development experts recommend. I reached the place last year where I began to feel I was part of a broken system that was causing damage to those very children I was there to serve.
I was trying to survive in a community of colleagues who were struggling to do the same: to adapt and survive, to continue to hold onto what we could, and to affirm what we believe to be quality teaching for an early childhood classroom. I began to feel a deep sense of loss of integrity. I felt my spirit, my passion as a teacher, slip away. I felt anger rise inside me. I felt I needed to survive by looking elsewhere and leaving the community I love so dearly. I did not feel I was leaving my job. I felt then and feel now that my job left me.
It is with deep love and a broken heart that I write this letter.
For the last couple of days, I have been following a thread of discussion on LinkedIn. The topic is teacher burn out and what might be done about it. Some solutions that were offered in one article were pretty superficial, I thought. The suggestions included offering a social time for teachers, for example, so they could get together and relax every once in a while. The other suggestions were okay as far as they went, but they didn’t go nearly far enough in my opinion.
Teacher burnout is a serious issue and it is one that needs to be treated seriously although I don’t think enough people are truly paying attention to it. The fact is, however, that a growing number of teachers are feeling disillusioned about their chosen profession. What I hear on a regular basis from the teachers I work with is that they still love their kids, but they don’t feel like they are teaching anymore. They are, instead, delivering a canned curriculum and then administering test after test after blasted test. The fun has been sucked out of teaching and it is a sure bet the children they are teaching aren’t having much fun either.
I felt compelled to offer some thoughts on the thread and this is what I said:
“While it is certainly important that teachers be offered times to socialize and de-stress, feeding teachers’ souls is a lot more complicated. The teachers I know who are stressed and might be in danger of ‘eating their children’ are overburdened by paperwork, impossible demands at every level, lack of support from administrators and parents, debt because of low and stagnant salaries, feeling berated by people in power like the Secretary of Education who misses no opportunity to criticize teachers, and strangled by policies that have sucked absolutely all the fun out of teaching. I am also a life coach and a stress management coach whose niche are teacher leaders, teachers in distress and teachers in transition. When I conduct my workshops I always run into the same overall theme. Teachers feel overwhelmed, under appreciated and generally maligned. A social hour with colleagues will help to bond the colleagues together, but they need a lot more than TLC to help them feel better about themselves and their profession. They need to feel respected, and they need to be paid a professional salary while they are treated like professionals instead of widgets in the larger system that is doing no one any good…least of all the students they teach.”
I really believe that we are in the middle of a serious crisis with regard to public education in our country, and I fear for its future. Just today, I heard a snippet of an interview with Arne Duncan that pertained to what the President might say tonight in his State of the Union speech. One of the things I heard Secretary Duncan say was that we have been making progress…graduation rates are up and drop out rates are down…but he went on to say that the progress we have made isn’t enough and we “need to be changing faster.”
The trouble with Mr. Duncan’s premise is that he assumes that the changes we are currently making will get us where we need to go…that his policies and those coming out of his Department are actually doing anything other than creating more and more demoralization among teachers and students alike. Mr. Duncan loves to talk about our “failing schools” and how we are lying to our students when we tell them they are doing well. He also loves competition, so all of his major initiatives are based on the false notion that in order to promote public education and equity for all we need to make it about racing to the top and innovating around more and better tests instead of focusing on authentic teaching and learning.
If anyone were really serious about addressing teacher burn out…and I don’t think anyone really is serious about it or they would be doing something about it…they would stop telling teachers to “do more with less.” They would lighten up on the testing regimen because there are only so many tests that a child can take that they even have any meaning. They would forget the crazy notion that a child’s test score is a measure for whether or not to keep an otherwise effective teacher on the payroll. And they would stop fighting about Common Core and let a few states pilot it without drastic negative consequences for everyone involved in the meantime.
Public education is a value that I grew up believing in. I grew up poor, but because of educational opportunities and my belief that an education would provide me with an opportunity to thrive economically, I have thrived. As public school funding shrinks in favor of ideological arguments for choice, vouchers, and charters, I fear that the poorest children will get left behind and dropped through the cracks. We are at a real crossroads in this country, it seems to me. While the haves continue to thrive, the have nots are struggling. In the past, getting a solid education was the ticket to a better life. That seems to be growing less and less the case these days.
I know that teacher burn out is a real thing. I just don’t think that offering a social hour is the answer to it.