When I ask teachers why they teach, they almost always say that it is because they want to make a difference in the lives of children. They talk about the joys of teaching and the singular rewards of watching children learn. Often they mention former students who get in touch years after they graduate to thank them for their success.
Yet stories of lasting and life-changing teacher-student relationships contrast starkly with what teachers say when asked about their profession. In short order, they lament inadequate training, top-down reforms, teaching to the test, budget cuts and a lack of time to collaborate.
Teachers talk about the pernicious effects of poverty and family breakdown on their students and the long hours that teachers put in nights and weekends that go unrecognized and uncompensated. Most teachers still say they love teaching though they wouldn't mind a little more respect for their challenging work and a little less blame for America's educational shortcomings.
With half of new teachers quitting within five years, and with half of current teachers set to retire in the next ten, the need for dramatic change in the field of education is both urgent and timely. There's much underway and much more to be done, but whatever we do to strengthen and elevate the teaching profession, we should bear in mind that reforms that fail to heed the voice of teachers are doomed.
That's why, for the last six months, 16 active classroom teachers working temporarily for the U.S. Department of Education as Teacher Ambassador Fellows have been doing a lot of listening. They have held over 200 meetings with their colleagues across the country to help shape a proposed $5 billion competitive program of the Obama administration to strengthen and elevate the teaching profession. It is called the RESPECT Project, which stands for Recognizing Educational Success, Professional Excellence and Collaborative Teaching.
When we ask teachers how the profession should change, their ideas are grounded in everyday experience. Teachers say their schools of education did not adequately prepare them for the classroom. They would have welcomed more mentoring and feedback in their early years. They say that effective principals and engaged parents are essential to creating the right conditions for learning.
Teachers embrace accountability, but say the current generation of tests is stifling teacher creativity and student engagement. Most of the ones we have spoken with are not against testing per se, but they hope that new tests, now in development, will better measure critical thinking and student learning.
Teachers support evaluations based on multiple measures: student growth, classroom observation and feedback from peers and parents. They neither want evaluations that are overly reliant on basic fill-in-the bubble tests, nor do they want evaluations that ignore the impact of teachers on student learning.
Compensation is rarely the first thing teachers complain about but, with starting pay averaging around $39,000 and top pay averaging around $67,000, teachers are underpaid compared to other professions. Many top college students do not consider teaching because the pay is too low. Others leave because they can't support a family.
On performance pay, many teachers reject outright the idea of competing with their colleagues for bonuses, yet many also believe that great teaching -- especially in low-income schools -- should be financially rewarded. In Chicago, where I served as school CEO, a group of star teachers designed a performance pay program that rewarded all adults in the school, not just the teachers, for student gains.
Many teachers we have spoken with are open to changing rules around tenure. They think the bar for tenure should be higher. Many say it shouldn't be guaranteed for life. But they are equally adamant that without due process, teachers are at risk of being fired for reasons unrelated to performance.
Teachers are most excited by the idea of career pathways with differentiated roles that offer the opportunity to earn more money without having to leave the classroom and the job they love. For example, student teachers and recent graduates could apprentice with mentor teachers. As they prove their effectiveness, they could advance to new roles -- professional teachers, master teachers, and teacher leaders with increasing responsibility for running their schools and shaping curriculum.
What teachers say they want more than anything is time -- time to collaborate, plan lessons, improve their practice, and work one-on-one or in small groups with their students. Unfortunately, we shoehorn schooling into a too-short school day and year.
Nothing is more important than preparing our children to compete and succeed in the global economy. That means we need to make teaching not only one of America's most important professions, but also one of America's most valued profession.
America's teachers are hungry for comprehensive reform to their profession and they are ready to lead the change. Indeed, they are the only ones who can.