Addressing unfair expectations for the next wave of educators

Posted May 15, 2012 at 8:54 am by Richard Rothstein


I regularly encounter, as I travel around the country, teachers who are dispirited by what they feel is an unrestrained contempt for their calling and career. These teachers feel that this contempt, initially expressed by politicians and “experts” with no classroom experience, has been repeated so frequently that it has spread to the public at large. They feel they are being blamed for all the inequities in American society, and are expected to rescue children from impoverished families and communities with no support from others in society. They feel abused by demands that they discard curriculum it has taken them years to develop, curriculum they are convinced has inspired children who had little prior interest in school, to love learning and inquiry. They do not believe that requirements that they focus on preparing students for standardized tests is respectful of the educational process or their own expertise, because such tests reflect only a tiny part of the knowledge and skills children need. These teachers are embittered and feeling put upon by those who claim to represent the interests of poor children but express this interest by trying to destroy the public education system that is the only institution attempting to serve these children. The teachers I meet all consider some colleagues to be inadequate and would like to see them leave. But the teachers I meet insist that poor performers are a small minority in their schools, and resent the now-popular and, they feel, indiscriminate witch hunt to cleanse schools of incompetents.