I have recently been exposed to many conversations regarding the well-being of teachers who feel de-professionalized in their careers due to the new reform movement in education. Unfortunately, many teachers express that that their profession, that more often than not chooses them as a calling, has left them. A huge sense of fear has infiltrated our classrooms. Instead of trusting their own judgment I have witnessed many teachers second-guess themselves in their classroom practices. How can we restore the trust and faith in ourselves as teachers and in our practice of education?
Just as doctors are required to take the Hippocratic Oath before formally entering the profession to uphold ethical standards of treating patients, maybe teachers should also make a promise to act ethically and be true to ourselves when in the classroom. Both professions directly impact the lives of those they serve by the moral decisions made by the professional. Physicians are revered in not just our society, but many others. Why is it that teaching is not held in the same regard?
Perhaps Harvard scholar Jal Mehta has unearthed the answer in his studies on the need for the professionalization of teaching. Mehta’s analysis proposes that the current movement toward educational accountability is a manufactured crisis that has plagued the educational field over the course of the 20th century. “The implication of this analysis is that while we often analyze school reform in terms of the effectiveness of particular programs, in a broader view it may be that the organization of the entire sector is problematic” (Mehta, 2013). Rather than managing top-down mandates from business and government agencies who have low regard for public education the teaching profession needs to be re-established as the pillars upon which our society is built.
In an article from The Atlantic – The Wisdom Deficit in Schools – Michael Godsey, a high school English teacher explains his internal dilemma with the restraints posed by the Common Core State Standards in his classroom. Godsey’s experiences in the most recent years of his teaching career summarize common complaints made by many teachers. It is as if the education field has been taken hostage and the need for a restoration of faith and trust is paramount to the welfare of the profession. Godsey explains the moral responsibility he feels to raise the bar for thinking practices of his students through the exposure to rich classical texts and experiences. Godsey identifies that the current pressures on teachers affects the educational practices that he has refined over the years of his career. The reform movement that has promoted standardization of teaching has caused harm to the field of education through the disempowerment and de-skilling of teachers. Throughout various examples provided in the article, I couldn’t help but feel similarly to Godsey.
I am so impressed by your dissertation on how the education as well as the medical field is being viewed now. I hope more professionals in these fields will be dedicating more time and effort to enhance the quality of the American education. Good job Maureen and God bless you and protect you so you will be giving the gift of your knowledge for the little ones who need you… love always, your mom.
I feel this way too! The current teaching conditions in NYS have made me second guess if this is for me anymore. The expectations being set by the CCSS are not age appropriate or differentiated which causes so much frustration for both teachers and students. Something has to change…
Thanks for your comment!
I am finding that more and more teachers are feeling let down by their profession. Collaborating as professionals helps us work together to figure out ways to make things get better.