The Teaching Profession

Dear readers,

I am off to Chicago for the tail end of AERA, for a Save our Schools meeting and for the second annual Network for Public Education gathering and, most importantly, to visit friends from “the old days.” My three children were born in Chicago, I started to teach there, and only left… let me see… fifty years ago! Can that be??

As I was packing I ran across an unusual piece in the April 15th Education Week, by Jack Schneider, at the College of Holy Cross in Massacheusetts.  I am going to read him more often.


He is the first writer on education reform who mentions the issue of “downtime.” He has five concerns about the profession (?) of teaching which even the unions don’t seem to really get: (1) Lack of downtime; (2) workload—for high school teachers up to 150 students, with frequent turnover; 3) Lack of the kind of autonomy that often defines professionalism; 4)  Structural isolation; 5) Not much feedback; none from colleagues.

But what astounded me most was what he put Number One: time to plan, prepare, and reflect. Time to collaborate. When I would hear folks demand MORE homework I would wonder—what kind of teacher time does that require. In elementary schools, with only (?) 30 kids, each assignment takes some planning (and don’t forget “differentiation”–the same assignment, without help, makes no sense for the all), some explaining, and then–oops–if they get returned they should be looked at and reflected on and given feedback. If we try to do each of these in 1 minute, that’s 3 minutes times 30=90 minutes.  Ad that’s just time for the homework! What about the other 5 plus hours of class time?

Enough. Maybe these professional gathering I am attending this week will solve this one.


p.s.  Just think, probably more than 200,000 families opted their kids out of April’s English language common-core tests in the State of New York.  Wow.